On the relationship between individual creativity and time management

Zampetakis, Leonidas A.; Bouranta, Nancy; Moustakis, Vassilis

doi:10.1016/j.tsc.2009.12.001

Cited by 80 publications

(60 citation statements)

References 42 publications

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“…Los estudios realizados en disciplinas diferentes a Bellas Artes y en diferentes dominios específicos, (e.g. resolución de problemas, elaboración de proyectos) concluyen que altas habilidades metacognitivas favorecen el proceso y producto creativo (Chand y Runco, 1992;Feldhusen y Goh, 1995;Harrington, 1975;Jausovec, 1994;Rucinski y Arredondo, 1994;Runco y Okuda, 1988;Zampetakis, Bouranta y Moustakis, 2010).…”

Section: Estrategias Metacognitivas Y Creatividadunclassified

Efectos directos e indirectos entre estilos de pensamiento, estrategias metacognitivas y creatividad en estudiantes universitarios

Braojos¹,

Vílchez²,

Romera³

et al. 2013

analesps

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Resumen: Desde la psicología educativa se han generado estudios que relacionan los estilos de pensamiento con las estrategias metacognitivas y la creatividad. Aunque existe un cuerpo empírico que explicita relaciones de dependencia y/o predictivas entre estos constructos, no hemos hallado estudios que analicen los efectos directos e indirectos que se establecen entre ellos. Así, el objetivo en este estudio fue probar un modelo teórico mediante modelización con ecuaciones estructurales para estudiar dichos efectos. Participaron 197 estudiantes universitarios. Los instrumentos usados fueron: i) el Inventario de Estilos de Pensamiento (TSI-R) (Sternberg, Wagner y Zhang, 2003) para medir los estilos de pensamiento; ii) La Escala de Estrategias de Aprendizaje (ACRA) (Román y Gallego, 2001) para medir las estrategias metacognitivas; iii) El Test de Inteligencia Creativa (CREA) (Corbalán Berná et al., 2003) para medir la creatividad. Los resultados obtenidos indican que: i) Los estilos de pensamiento judicial y legislativo (Sternberg, 1998) contribuyen de manera positiva y directamente al uso de estrategias metacognitivas e indirecta y positivamente a la creatividad; ii) las estrategias metacognitivas contribuyen de manera directa y positivamente a la creatividad. Sin embargo, no se ha encontrado una relación directa entre los estilos de pensamiento y la creatividad. Palabras clave: Estilos de pensamiento; estrategias metacognitivas; creatividad; Educación Superior.Title: Direct and indirect effects between thinking styles, metacognitive strategies and creativity in college students. Abstract: Previous studies from the field of Educational Psychology have indicated that thinking styles are related to metacognitive strategies and creativity. Although, there is a body of empirical studies which explains the relationship and/ or predictive relations between these constructs, we have not found studies examining the direct and indirect effects that arise between them. Thus, the objective of this study was to test a theoretical model using structural equation modeling to study these effects. Thus, the objective of this study was to test a theoretical model using structural equation modeling to study these effects. Participants in the present study were 197 university students. Instruments used were: i) the Thinking Styles Inventory (TSI-R) (Sternberg, Wagner & Zhan, 2003) to measure thinking styles; ii) The Learning Strategies Scale (ACRA) (Roman & Gallego, 2001) to measure the metacognitive strategies, iii) The Test of Creative Intelligence (CREA) (Corbalan Berna et al., 2003) to measure creativity. The results indicate that: i) The judicial and legislative thinking styles (Sternberg, 1998) contribute to the use of metacognitive strategies directly and in a positive way, and these styles contribute to the creativity indirectly and in a positive way; ii) metacognitive strategies contribute to the creativity directly and in a positively way. However, not found a direct relationship between thinking styles and creativity.

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Section: Estrategias Metacognitivas Y Creatividadunclassified

Efectos directos e indirectos entre estilos de pensamiento, estrategias metacognitivas y creatividad en estudiantes universitarios

Braojos¹,

Vílchez²,

Romera³

et al. 2013

analesps

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“…A habilidade de organizar as atividades de acordo com o tempo disponível também pode ser considerada uma vantagem competitiva no mercado de trabalho (Claessens et al, 2007). O planejamento das atividades diárias, o estabelecimento de prioridades e de metas a longo prazo estão associadas com a produção e com o aproveitamento de ideias úteis (Zampetakis, Bouranta, & Moustakis, 2010).…”

Section: Talleres De Gestión Del Tiempo Con Estudiantes Universitariosunclassified

Oficinas de Gestão do Tempo com Estudantes Universitários

Oliveira

Carlotto

Teixeira

et al. 2016

Psicol. cienc. prof.

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Resumo: Buscou-se descrever a experiência de oficinas de gestão do tempo realizadas junto a acadêmicos de uma universidade pública no interior do Rio Grande do Sul. Foram realizados oito encontros com o objetivo de avaliar e discutir a forma como os participantes costumam organizar o seu tempo. Participaram 85 alunos de graduação e pós-graduação. Os tópicos abordados incluíram estratégias utilizadas para organização, identificação de problemas, metas e objetivos e oferecimento de dicas. Foram descritos os procedimentos e as ferramentas utilizadas nas oficinas. As dificuldades vivenciadas pelos estudantes estavam relacionadas à procrastinação, à incapacidade de dizer "não" às demandas alheias, à carga horária de seus cursos e à conciliação entre estudos, convivência familiar e lazer. A participação na oficina foi um primeiro momento de reflexão sobre a temática para muitos participantes. Pesquisas que investiguem os "motivos" das dificuldades na gestão do tempo nessa população podem subsidiar futuras intervenções junto a esse público. Palavras-chave: Tempo, Estudantes, Universidades. Workshops on Time Management With College StudentsAbstract: The aim of this study was to describe the experience of workshops on time management with college students from a university from Rio Grande do Sul. Eight workshops were held in order to evaluate and to discuss the way students usually organize their time. Eighty five undergraduate and graduate students took part of the workshops. The topics included planning strategies, identification of problems, goals, and objectives, and tips. Procedures and tools used in the meetings were described. The difficulties faced by students were related to procrastination, inability to say no to others' demands, workload of their courses, and management of study, family, and leisure. The participation in the workshops was the first opportunity for students to think about the subject. New research investigating why students get into time management difficulties might contribute to future interventions.

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“…The obvious main difference, which can be deducted, is that coaches aim at self-regulated learning (Baird, Hopfenbeck, Newton, Stobart, & Steen-Utheim, 2014;Halim, Ali, & Yahaya, 2011;Juwah et al, 2004;Kormos & Csizér, 2014;Yukselturk & Yildirim, 2008;Zampetakis, Bouranta, & Moustakis, 2010) as opposed to the role of a traditional language teacher, where the teacher is identified as the sole bearer of knowledge who also has the responsibility and ownership (Paling, 2013a) of the knowledge acquired and the pathway to this acquisition.…”

Section: Coachingmentioning

confidence: 99%

Profiling Neurolanguage Coaches Worldwide – A Case Study

Zeppos

2014

WJE

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Neurolanguage Coaching ™ is a new approach of diversified personalized language instruction utilizing modern insights of neuroscientific and pedagogic theories. This paper addresses the issue of profiling educational experts, who utilize these theories to coach language learners through their language acquisition journey, by means of setting and facilitating specific characteristics, common to those educationers. Findings of an on-line qualitative questionnaire are quantified to allow for the generalization of these characteristics in a case study of Certified Neurolanguage Coaches in order to establish an innovative descriptive tool for an upcoming professional group. Characteristics are formulated according to literature and statistical verification and a profile description of Neurolanguage Coaches is proposed.

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On the relationship between individual creativity and time management

Cited by 80 publications

References 42 publications

Efectos directos e indirectos entre estilos de pensamiento, estrategias metacognitivas y creatividad en estudiantes universitarios

Efectos directos e indirectos entre estilos de pensamiento, estrategias metacognitivas y creatividad en estudiantes universitarios

Oficinas de Gestão do Tempo com Estudantes Universitários

Profiling Neurolanguage Coaches Worldwide – A Case Study

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