The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics

Erbaş, Ayhan Kürşat; Bas, Selda

doi:10.1080/10400419.2015.1087235

Cited by 42 publications

(24 citation statements)

References 47 publications

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“…They found that the individuals who scored high on intellectual achievement exhibited high risk taking tendencies in the professional and financial areas. In contrast, Erbas and Bas (2015) did not find any significant correlations between the creative ability as measured by the Creative Ability in Mathematics Test and academic risk taking as measured by the Academic Risk Taking Scale among ninth graders. The aforementioned studies clearly demonstrate a lack of consensus regarding the relationship between risk taking and creativity.…”

Section: Introductioncontrasting

confidence: 77%

“…Most of these studies have reported measuring related but indirect variables; for instance, adventurousness for risk taking and divergent thinking for creativity. Previous reports have also been limited by their differentially motivated approaches; many sought out to investigate factors such as personality traits ( Ivcevic and Mayer, 2006 ), promotion and prevention cues ( Friedman and Förster, 2001 ), academic risk taking ( Strum, 1971 ) or mathematical creativity ( Erbas and Bas, 2015 ). In contrast, the current investigation was aimed at investigating the relationship between risk taking and creativity using a variety of behavioral, biographical, and personality based measures.…”

Section: Discussionmentioning

confidence: 99%

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The Risky Side of Creativity: Domain Specific Risk Taking in Creative Individuals

et al. 2017

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Risk taking is often associated with creativity, yet little evidence exists to support this association. The present article aimed to systematically explore this association. In two studies, we investigated the relationship between five different domains of risk taking (financial, health and safety, recreational, ethical and social) and five different measures of creativity. Results from the first (laboratory-based) offline study suggested that creativity is associated with high risk taking tendencies in the social domain but not the other domains. Indeed, in the second study conducted online with a larger and diverse sample, the likelihood of social risk taking was the strongest predictor of creative personality and ideation scores. These findings illustrate the necessity to treat creativity and risk taking as multi-dimensional traits and the need to have a more nuanced framework of creativity and other related cognitive functions.

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Section: Introductioncontrasting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

The Risky Side of Creativity: Domain Specific Risk Taking in Creative Individuals

et al. 2017

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“…Nevertheless, divergent thinking tests have dominated the field of creativity assessment, while other inventories also offer important and useful information about creativity (Runco and Acar, 2012). For example, Erbas and Bas (2015) found significant correlations between creative ability in mathematics and openness to experience and conciousness in their study among Turkish students. Openness to experience and instrinc goal orientation was also found as a significant predictor of mathematical creative ability.…”

Section: Discussionmentioning

confidence: 99%

“…Openness to experience and instrinc goal orientation was also found as a significant predictor of mathematical creative ability. For further studies, variables tested by Erbas and Bas (2015) and others mentioned above, namely: interest, motivation and attitude toward mathematics, mathematical self-efficacy, personality traits, biographical information, might be reconsidered to evaluate for different grade levels. The Mathemetics Creativity Scale might be used as an intsrument for comparing and analyzing the variables tested.…”

Section: Discussionmentioning

confidence: 99%

“…As seen from the determination of mathematical creativity based on these three contexts, mathematical creativity includes divergent thinking in mathematics. Even though Balka (1974) predicated convergent thinking upon measurement of mathematical creativity, Mann (2005) and Erbas and Bas (2015) used this scale in their research and concluded that this method would not lead to valid measurement for students participating in their study. Therefore, they evaluated mathematical creativity by grading the criteria that require divergent thinking, listed in Balka's scale.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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A Study on the Development of a Mathematics Creativity Scale

Akgül¹,

Kahveci²

2016

EJER

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Statement of Problem:Although there is a rapidly increasing interest in creativity in specific domains such as science and math, there are not enough valid and reliable scales to assess students' creativity in these domains. If mathematical creativity potential can be measured, then the curriculum can be adapted to address the needs of creative students. In addition to measuring mathematical creativity potential, it is crucial to identify students at as early an age as possible and develop a mathematics curriculum that would complement and supplement their potential (Balka, 1974;Mann, 2005). For these reasons, valid and reliable scales of measurement are necessary for determining the middle school students' (5 th , 6 th , 7 th and 8 th grade: 10-15 years old) mathematical creativity. Purpose of the Study:The purpose of this study is to develop a valid and reliable Mathematical Creativity Scale for middle school students (5 th , 6 th , 7 th and 8 th grade: 10-15 years old). Method:The main aim of the study is to develop a valid and reliable scale of math creativity for use with middle school students. The pilot study's sample consists of 50 middle school students who attend 5 th , 6 th , 7 th and 8 th grades. The field study's sample consists of 297 students who attend 5 th , 6 th , 7 th and 8 th grades at 4 middle schools in Istanbul. 58Savas Akgul &Nihat Gurel Kahveci analysis (EFA) was applied to evaluate the factor structure of the scale. Item analyses were conducted to check on item discrimination, internal consistency, and agreement between scorers, construct-related validity, and face validity.Findings: Item analysis including the calculation of item discrimination, item total and item remainder values showed that each item was consistent with the entire scale and that distinctive powers of the items were at an acceptable level. To test internal consistency, Cronbach's Alpha coefficient value was found to be .80, which supports scale reliability. Since it has a naturally subjective scoring process, the scale was rated by two scorers, and the same scorer re-rated it at a different time. The correlation showed that the scale has an interrater reliability and intrarater reliability. Test-retest coefficient values showed that the scale measurements are consistent. Content, construct and face validity results are presented as a part of validation works of the scale. Acceptability to students' results are also presented. Results:The study results showed that this scale was an appropriate instrument to evaluate middle school (5 th , 6 th , 7 th and 8 th grade) students' mathematical creativity. This scale can be used for measurement of the students' creativity in mathematics for the purpose of educational interventions and also for the purpose of determining gifted and talented students in mathematics.

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The Psychological Perspective in Financial Behaviour

Maison

2019

The Psychology of Financial Consumer Behavior

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The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics

Cited by 42 publications

References 47 publications

The Risky Side of Creativity: Domain Specific Risk Taking in Creative Individuals

The Risky Side of Creativity: Domain Specific Risk Taking in Creative Individuals

A Study on the Development of a Mathematics Creativity Scale

The Psychological Perspective in Financial Behaviour

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