Factors Influencing the Creativity of Chinese Upper-Secondary-School Students Participating in Programming Education

Abstract

Purpose: This study explored whether instructional characteristics, learner characteristics, family socioeconomic status, and gender influence creativity in the context of programming education in China.Methods: A total of 851 upper-secondary-school students in Beijing, China, were surveyed using the Creativity Scale, Programming Learning Scale, Programming Teaching Scale and Family Socioeconomic Status Questionnaire. SPSS (version 22) was used for correlation analysis, t-test and regression analysis.Results: (1) Teachers’ programming teaching method and management; students’ programming learning approach, attitude, and engagement; gender; and family economic capital were all significantly associated with creativity. (2) There were significant differences between males and females in terms of creativity, programming learning approach and programming learning attitude. (3) Learner attitudes, engagement, and approach, and their family economic capital, were strong predictors of creativity, with the strongest influence of learners’ attitudes to programming learning and weaker influence of family economic capital.Conclusion: The main factors that influence creativity in the context of programming education are programming teaching method, programming teaching management, programming learning approach, programming learning attitude, programming learning engagement and family economic capital. Among these, learner factors (attitude, engagement, and approach) and family economic capital are the key factors influencing creativity. These findings provide a basis for improving the creativity of Chinese programming learners and inspire teachers to consider learner factors and gender differences as they design and manage their instruction. Furthermore, the influence of family economic capital on the creativity of learners cannot be ignored.

Scientific creativity and innovation ability and its determinants among medical postgraduate students in Fujian province of China, a cross sectional study.

“…As factors related to innovation ability, male students tend to get higher score in creative thinking, academic performance and performed better for scienti c innovation ability, which is consistent with the results of some studies [24,25], but not with some others [26][27][28][29]. It may be argued that gender differences in creativity may originate from cultural and social factors, and some misconceptions such as "men are more intelligent and that women should make more efforts to succeed" may exaggerate gender differences.…”

Fostering Creative Thinking Skills on High and Low Cognitive Levels Students with Project-based Inquiry Learning

“…According to previous study both the teacher's and the students' abilities to create and complete projects have an impact on PjBL's effectiveness (Cintang et al, 2018). In addition, the development of creative thinking skills is also influenced by cognitive abilities (Frith et al, 2020;Liu et al, 2021). A study in high school students, showed that students with high academic abilities had higher scores in creative thinking skills compared to students with low academic abilities (Santi et al, 2018).…”

“…These skills will be developed in line with the opportunities given to each learning activity (Kim, 2019;Wahyudi & Winanto, 2018). Several studies have proven that project-based learning and inquiry can improve creative thinking skills (Liu et al, 2021;Santi et al, 2018;Yamin et al, 2020). Some research done earlier showed that project-based science learning improves creative thinking skills significantly (Nuswowati & Taufiq, 2015;Ummah et al, 2019;Yamin et al, 2020).…”