Role of Avoidance-Motivation Intensity in Creative Thinking: Similar and Differential Effects across Creative Idea Generation and Evaluation

Wang, Xuewei; Li, Yadan; Duan, Haijun; Li, Yangping; Hu, Weiping

doi:10.1080/10400419.2020.1856595

Cited by 5 publications

(3 citation statements)

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“…As to the first point, the materials the teachers chose to teach should first enable to stimulate students' interest, especially in online learning, because lacking autonomous learning ability is the most severe problem in online learning (Liang et al, 2020;Shang et al, 2020). Meanwhile, motivation was found positively related to persistence (Moreira et al, 2013;Liao et al, 2014) and could significantly predict students' academic performance in certain subjects and creativity (Lee et al, 2016;Salta and Koulougliotis, 2020;Wang et al, 2021). How do we stimulate students' interest?…”

Section: Curriculum Contentsmentioning

confidence: 99%

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Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Zhang

Dai

et al. 2021

Front. Psychol.

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At the beginning of 2020, to stop the spread of the coronavirus disease (COVID-19) to the campus, the Ministry of Education of China launched a policy “Suspension of classes without suspending schooling” for the spring semester of 2020. However, the drawbacks of online teaching (e.g., students’ inadequate autonomous learning, the lack of effective online instruction) forced us to modify teaching strategies during this special period, especially developing courses that are suitable for student learning at home and improving their key competencies. In order to solve these problems, this study introduces some theoretical exploration and practical work of curriculum design under the guidance of thinking-based instruction theory (TBIT) during the pandemic. We firstly introduce TBIT, and elaborate on the curriculum design under the TBIT theoretical frame. Then we describe a series of TBIT-based micro-courses with the pandemic as background. A descriptive study is reported to illustrate the effects of three micro-courses. Results showed that, compared to national curricula, the TBIT-based micro-courses not only improved the course quality but also enhanced students’ motivation and facilitated their online learning behavior (such as interactive communication) for the online courses. The current study has important implications for how to design effective and interesting online courses suitable under pandemic and capable of improving students’ thinking abilities and key competencies.

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Section: Curriculum Contentsmentioning

confidence: 99%

“…Teachers should choose materials, contents, and stories that students are interested in as warming-up. The motivation was found positively relating to students' academic performance (Lee et al, 2016;Salta and Koulougliotis, 2020) and creativity (Wang et al, 2021). (2) Cognitive conflict.…”

Section: Curriculum Implementationmentioning

confidence: 99%

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Zhang

Dai

et al. 2021

Front. Psychol.

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“…We may also note that while this study investigated whether the expectation of idea implementation affects idea selection among primary school children, it did not investigate the underlying mechanisms why this happens (e.g., emotional aspects of idea selection). For instance, children’s emotional reaction, such as fear of failure, to expected implementation might explain why children have a bias against original ideas in their selection [ 65 , 66 ]. Prior research has showed that people have a natural bias against creativity over feasibility because of uncertainty [ 15 , 52 ].…”

Section: Discussionmentioning

confidence: 99%

Instructing children to construct ideas into products alters children’s creative idea selection in a randomized field experiment

Broekhoven

Belfi²,

Borghans³

2022

PLoS ONE

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Many popular pedagogical approaches instruct children to construct their ideas into tangible and physical products. With the prospect of implementation, do children decide to go for the most creative ideas or do they shift towards ideas that are perhaps less creative but easier to construct? We conducted a field experiment to test whether expected construction affects children’s creative idea selection. In this experiment, 403 children were asked to select the most original ideas to make a toy elephant more fun to play with. We randomly assigned them to a treatment condition—in which they were informed they had to construct one of the original ideas that they selected—and a control group—in which children were informed that, after idea selection, they had to perform another task. Children who were instructed to construct the selected idea into a tangible product turned a blind eye to original ideas and preferred the more feasible ideas. Thus, pedagogical approaches that aim to stimulate creativity by instructing children to construct original ideas into tangible and physical products may unintentionally change children’s choices for creative ideas. This finding highlights the importance for educators of guiding children’s decision-making process in creative problem solving, and to be aware of children’s bias against original ideas when designing creative assignments for them.

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2023

Creativity

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Role of Avoidance-Motivation Intensity in Creative Thinking: Similar and Differential Effects across Creative Idea Generation and Evaluation

Cited by 5 publications

References 109 publications

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Curriculum Innovation in Times of the COVID-19 Pandemic: The Thinking-Based Instruction Theory and Its Application

Instructing children to construct ideas into products alters children’s creative idea selection in a randomized field experiment

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