Student experience of creativity in Australian high school classrooms: A componential model

Ginns, Paul; Freebody, Kelly; Anderson, Michael; O’Connor, Peter

doi:10.1016/j.lindif.2021.102057

Cited by 3 publications

(5 citation statements)

References 55 publications

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“…They found that teacher support, such as guidance in the inquiry process and positive feedback, and classroom environment are closely associated with creativity in science classes which aligns with Amabile's ( 1983 ) proposition and other recent arguments underlining the importance of teachers in STEM education (e.g., Geng et al, 2019 ; Jong et al, 2021 ; Lau and Jong, 2022 ). Ginns et al ( 2021 ) surveyed students across 13 secondary schools in Australia and confirmed the predictions based on the componential model, such as a supportive environment for creativity is related to intrinsic motivation and creative self-efficacy. They further identified that intrinsic motivation is conducive to creative self-efficacy.…”

Section: Literature Reviewmentioning

confidence: 74%

Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education

et al. 2022

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STEM education has been regarded as an important educational initiative for cultivating students' twenty-first century skills. The present work aimed to explore ways to promote students' twenty-first century skills through an integrated STEM-based curriculum. Specifically, we designed and implemented an 8-week crossover program of STEM and community service education. In this program, students learned about STEM domain knowledge and community service issues. They then applied the knowledge to solve authentic problems faced by Hong Kong community-housing residents from disadvantaged groups. A mixed-method approach was employed to evaluate the effectiveness of the program in enhancing students' twenty-first century skills and attitudes, including (i) creative thinking, (ii) collaboration, (iii) perseverance, as well as their (iv) STEM career interests. The research participants were 121 secondary students from a government-subsidized school. The quantitative results showed that the participants' creative thinking, collaboration, and perseverance improved alongside their STEM career interests. These findings were further supported by the data gathered through focus-group interviews. This study provides theoretical and practical insights into the integration of STEM education with community service learning.

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Section: Literature Reviewmentioning

confidence: 74%

Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education

et al. 2022

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“…Such measures could be used for a range of research and evaluation purposes, such as tracking the development of CSBs over time; understanding how CSBs relate to students’ perceptions of the school environment (cf. Ginns et al, 2021); determining whether CSBs mediate or moderate the impact of such programs (treating CSBs as process variables); or whether different curricula result in higher (or lower) CSBs (treating CSBs as outcome variables). Several limitations of the present study suggest directions for future research.…”

Section: Discussionmentioning

confidence: 99%

“…Participants were a convenience sample of 2980 Australian students attending 11 primary school ( n = 655) and 11 high schools ( n = 2325). Data for high school students’ creative self-efficacy and Big Five personality factors are shared with the substantive Ginns et al (2021) study, that tested a structural model of students’ perceptions of creative school environments, school motivation, and academic/creative self-efficacy, controlling for demographic and personological factors. Schools were mixed-ability comprehensive schools, although higher in socioeconomic status than the Australian national average ( M = 1000; SD = 100, compared to M = 1133.67, SD = 56.72) based on schools’ Index of Community Socio-Educational Advantage (ICSEA) (ACARA, 2020).…”

Section: Methodsmentioning

confidence: 99%

“…In the Australian context, ACARA's (n.d.) positioning of "critical and creative thinking" within the Australian National Curriculum signals the development of creative dispositions as both a process and outcome of schooling; we argue the CSBs investigated here align well with this policy framing. Developing this complex capability at scale will in part be driven by curriculum and school environment redesign (Davies et al, 2013;Ginns et al, 2021;Jefferson & Anderson, 2017), but alongside such efforts, students' CSBs must also be developed (see below); otherwise, students may lack the disposition to think or act creatively. The present study has identified a framework (supported by valid instrumentation) that policy makers may draw on as they consider approaches to nurture young people's CSBs at scale in education systems.…”

Section: Policy Implicationsmentioning

confidence: 99%

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Creative Self-Beliefs Among Children and Adolescents

Ginns

Martin

Freebody

et al. 2023

Australian Journal of Education

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Young people’s confidence in their creative abilities, as well as their beliefs about whether these abilities are fixed or malleable, play potentially important roles in educators’ efforts to foster creativity. This study explores a multidimensional model of young people’s creative self-beliefs that comprises creative self-efficacy, growth-creative mindsets, and fixed-creative mindsets. It operationalizes and tests this model via a new three-factor instrument appropriate for young samples. Drawing on data from 2980 children and adolescents (mean age 12–13 years), confirmatory factor analysis established the construct validity of the scales, and hence, the multidimensional concepts underpinning creative self-beliefs. All measures evinced suitable levels of reliability, and invariance analysis supported configural, metric, and scalar invariance across gender, language background, and school type. Findings supported the convergent and divergent validity of scales against Big Five (openness and conscientiousness) personality measures. Implications of this three-factor creative self-beliefs model for researchers, educational practitioners, and youth are discussed.

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“…As a scientific discipline, mathematics has an important role in technological and scientific development (Ayvaz & Durmuş, 2021;Wulandari et al, 2020). The topic related to developing creativity among school Arnelia Dwi Yasa 1 , Denna Delawanti C. 2 , Ludovikus Boman 3 , Wadu Aji Prasetya Wibawa 4 , Dedi Kuswandi 5 / Math Creativity Survey For Class 4 Elementary School students has received attention and has become a topic of discussion in education policy (Ginns, Freebody, Anderson, & O'Connor, 2021;Pulgar, 2021;Sebastian & Huang, 2016). The results of the study also state that creativity is an important component that must be considered (Gita Cemara & Sudana, 2019;Thuneberg, Salmi, & Bogner, 2018).…”

Section: Introductionmentioning

confidence: 99%

Math Creativity Survey For Class 4 Elementary School

Yasa

Chrisyarani

Wadu

et al. 2021

j. ilm. sekol. dasar

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Problems in mathematics are increasingly complicated, especially related to students' creativity. The fundamental problem of learning mathematics is that learning is difficult and tedious and impacts students' learning outcomes. It needs special attention so that students' creative abilities in mathematics must be developed in various ways. The purpose of this study is to analyze the creativity of elementary school students in learning Mathematics. This research uses a descriptive approach in the form of a survey. This study involved 200 students from 11 elementary schools. The research instrument is a questionnaire based on four aspects: flexibility, originality, and elaboration. A descriptive approach was used to analyze the research data. The findings show that students' creativity differs in four aspects. The Fluency Aspect got a score of 3.07 in the medium category. The flexibility aspect got a score of 3,098 in the medium category. The originality aspect got a score of 2.37 in the medium category. The aspect elaboration got a score of 2.47 in the medium category. Based on the study results, it can be found that from the four aspects of student creativity in the medium category. The findings state that sub-indicators in every aspect of creativity need to be developed and improved.

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Student experience of creativity in Australian high school classrooms: A componential model

Cited by 3 publications

References 55 publications

Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education

Promoting Secondary Students' Twenty-First Century Skills and STEM Career Interests Through a Crossover Program of STEM and Community Service Education

Creative Self-Beliefs Among Children and Adolescents

Math Creativity Survey For Class 4 Elementary School

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