The contribution Openness to Experience and its two aspects to the explanation of idea generation, evaluation and selection: A metacognitive perspective

Puente‐Díaz, Rogelio; Cavazos‐Arroyo, Judith; Puerta-Sierra, Lizbeth; Vargas-Barrera, Fernanda

doi:10.1016/j.paid.2021.111240

Cited by 18 publications

(5 citation statements)

References 30 publications

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“…To test whether our findings are consistent across all children, we measured demographic and psychological variables that prior studies reported as relevant [ 32 , 33 ]. Children’s demographic variables (i.e., children’s gender, age, ethnicity, socioeconomic status, prior level of achievement) originate from data from the Onderwijs Monitor Limburg.…”

Section: Methodsmentioning

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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Section: Methodsmentioning

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

View full text Add to dashboard Cite

show abstract

“…In view of our findings, it might be worthwhile to take a more domain-specific approach to investigate the role of openness, for example, by considering domain-specific conceptualizations of motivation (e.g., Marsh et al, 2006;Zhang & Ziegler, 2016). Another explanation could be found in the characteristics of the domain itself, as some of the demands can differ between subject domains; for example, research could investigate the role of creativity as a strong correlate of openness (see Puente-Díaz et al, 2022;Chamorro-Premuzic, 2006), which might be more relevant in language than in STEM subject domains.…”

Section: Opennessmentioning

confidence: 97%

Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures

et al. 2023

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Students’ academic achievement is a central predictor of a long list of important educational outcomes, such as access to higher education and socioeconomic success. Prior studies have extensively focused on identifying variables that are related to academic achievement and an important variable in this context appears to be students’ personality. Notably, although findings from more recent studies suggested that the association between student achievement and personality varies by the subject domain (language vs. STEM) and the type of achievement measure (grades vs. test scores), systematic meta-analytical evidence is still lacking. To address this gap in the educational research literature, we conducted a meta-analysis based on 78 studies, with 1491 effect sizes representing data from 500,218 students and 110 samples from elementary to high school. We used a random-effects model with robust variance estimation to calculate mean effect sizes and standard deviations. We found moderating effects of measure or domain for all five personality traits, with differences in the direction of the effects. Our results highlight the importance of the domain and measure when examining how personality traits relate to academic achievement in school. The combination of subject domain and achievement was also found to be relevant for some of the traits. These findings emphasize that subject domains and types of achievement measures should be explicitly considered when investigating the personality saturation of student achievement. We discuss implications for future research, highlighting that there is no “best” or “more objective” achievement measure but, instead, that achievement measures should be chosen based on the research question of interest.

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“…In particular, the connection between a high level of acceptance of VR training and engagement, as well as learning effectiveness, is strengthened when individuals are highly open to new experiences. Individuals with a high level of openness to experience are more willing to try new and different things, tending to seek out new and varied experiences and embracing change (Matz 2021 ; Puente-Díaz et al 2022 ). Therefore, they are more self-motivated to engage in a new VR training experience based on their positive perception of its usefulness and ease of use, thus facilitating their learning effectiveness.…”

Section: Hypothesis Developmentmentioning

confidence: 99%

Perceived usefulness of, engagement with, and effectiveness of virtual reality environments in learning industrial operations: the moderating role of openness to experience

2023

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The development of virtual reality (VR) in enhancing the effectiveness of the learning process, with its interactive, immersive, and intuitive pedagogical environment, has become a necessity for corporations with increasingly complex operations. However, VR users’ perceptions, openness and learning effectiveness are seldom comprehensively evaluated, particularly in learning complex industrial operations. In this study, grounded in the technology acceptance model, a moderated mediation model of perceived usefulness, ease of use, openness to experience, and engagement in VR-based learning was developed. The model was empirically validated using responses collected from 321 users who were trained on aircraft and cargo terminal operations powered by a novel VR-based learning platform. A survey to measure openness to experience and a pre-training performance test were carried out, followed by a post-training survey of learners’ intrinsic factors, including the influence of perceived usefulness, openness to experience, and attitude towards learning. The study revealed that learners with an open attitude towards experiencing new technology tend to perceive VR technology as a useful platform for training. In addition, the learners with more positive views of VR technology-supported training were more engaged in learning.

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The contribution Openness to Experience and its two aspects to the explanation of idea generation, evaluation and selection: A metacognitive perspective

Cited by 18 publications

References 30 publications

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

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

Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures

Perceived usefulness of, engagement with, and effectiveness of virtual reality environments in learning industrial operations: the moderating role of openness to experience

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