Relationships between motivation, cognitive styles and perception of teaching practices for creativity

Abstract

This study investigates differences between Pedagogy and Teachers' Certificate in Mathematics undergraduates, males and females, from public and private institutions with respect to motivational orientations, cognitive styles and perception of pedagogical practices for creativity implemented by their teachers, as well as relationships between these variables. Three hundred and sixty-five students answered scales regarding motivation to learn, cognitive styles, and teaching practices for creativity. Intrinsic motivation predominated in the private university students and extrinsic motivation in the public university students. The data revealed differences between courses, gender and type of university concerning cognitive styles. Private university and pedagogy students had a more positive perception of professors' teaching practices that promote creativity. Positive relationships were observed between the factors of the instrument of pedagogical practices for creativity, intrinsic motivation and nonconformist transformer style, and between the various cognitive styles and intrinsic and extrinsic motivational orientation.

Extended Validation Study of the Thinking and Creative Style Scale: Development of a Shorter Version

“…We believe that a second important and practical contribution of this study derives from our second objective, which was to propose a shorter yet psychometrically valid version of the STCS based on 60, rather than on 90 items. Given that time allotments for test administration under various situations is typically short, not only in organizational (Mundin & Wechsler, 2007) but also in educational settings (Alencar & Fleith, 2016;Nakano et al, 2010), it seems reasonable to assume that this shorter version of the STCS can contribute importantly to reducing the risk of participants' fatigue yet can still provide valid and reliable information on thinking and creative styles.…”

“…The identification of creative and thinking styles is relevant for educational (Alencar & Fleith, 2016;Nakano, Santos, Zavariz, Wechsler, & Martins, 2010) as well as organizational settings (Mundim & Wechsler, 2007). However, measuring creative styles remains a challenge as the majority of assessments takes considerable time and relies on self-reports.…”

As Altas Habilidades/Superdotação No Curso De Pedagogia De Algumas Universidades De Campo Grande – MS

“…Vários pesquisadores tem dado importância aos estudos voltados às AH/SD e alguns desses com referência à análise de propostas curriculares como Gonçalves (2016), Renzulli (1986;, Alencar e Fleith (2016), Delou (2007) e Freitas e Perez (2012).…”

Negative emotions and creativity among Chinese college students during the COVID-19 pandemic: the mediating role of psychological resilience and the moderating role of posttraumatic growth

“…From a cognitive perspective, some researchers have suggested negative emotions improve creativity by improving cognitive persistence [ 51 , 73 ]. Furthermore, creativity can be affected by different cognitive styles, and impulsive cognitive styles are more conducive to creativity [ 5 ].…”