The mediator effects of imagination between learning environment and academic performance: a comparison between science and engineering majors

Hsu, Ming-Chieh; Chiang, Chen-Wei; Liang, Chaoyun

doi:10.1007/s10798-014-9262-3

Cited by 9 publications

(8 citation statements)

References 41 publications

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“…Furthermore, Lin et al (2013) illustrated that conceiving imagination can serve as an engine to form and shape the mental images generated from both initiating and transforming imaginations. The study of Hsu, Chiang, and Liang (2014) also confirmed this mediational relationship. Subsequently, the following relationships were hypothesized in this study: H1: Conceiving imagination mediates the effects of initiating imagination and academic performance.…”

Section: Hypothesis Buildingsupporting

confidence: 62%

The Interplay of Creativity, Imagination, Personality Traits, and Academic Performance

Liang

Lin

2015

Imagination, Cognition and Personality

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Three separate studies were conducted to examine the combined effects of creativity, imagination, and personality traits on the academic performance of design students. Both parallel analysis and exploratory factor analysis were conducted in Study 1 to determine the appropriate structure of the Creativity Capability Scale in a sample of 148 university students. A two-factor structure, with explained variables of 50.02%, identified originality and flexibility dimensions of creativity. A confirmatory factor analysis was conducted in Study 2 to confirm the established structure of the Creativity Capability Scale in a sample of 436 university design students. Additionally, we also confirmed the structures of the Imaginative Capability Scale and the Big-Five Mini-Markers using the same sample. The analyses of composite reliability and construct validity gave good support to all the scales employed in this study. Study 3 then tested the combined effects on academic performance in a sample of 429 design students. Student performance was measured with grade point average. The hypothesis of Study 3-that conceiving imagination played a mediator role between creativity/imagination/personality and academic performance-was partially supported. The data showed that flexibility had the strongest indirect effect on academic performance, followed by conscientiousness, initiating imagination, transforming imagination, and extroversion.

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Section: Hypothesis Buildingsupporting

confidence: 62%

The Interplay of Creativity, Imagination, Personality Traits, and Academic Performance

Liang

Lin

2015

Imagination, Cognition and Personality

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“…Las escuelas deben de esforzarse para proporcionar los recursos que apoyen en el aprendizaje, además de trabajar en renovar el clima que se genera en las clases. (Hsu, Chiang, & Liang, 2014). En México la enseñanza que se ofrece en este nivel es un puente importante hacia la educación superior, en el caso del Instituto Politécnico la institución cuenta con quince planteles en donde se imparte educación media superior en diversas ramas del conocimiento.…”

Section: Revista Complutense De Educaciónunclassified

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Herrera

2016

Rev. Complut. Educ

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ResumenEl objetivo del artículo es realizar un diagnóstico sobre la percepción de los factores que intervienen en el rendimiento académico de los estudiantes de cinco carreras universitarias en una escuela de educación superior en México, para así reconocer las áreas de oportunidad que permitan sugerir políticas y estrategias para elevar su rendimiento. Se utilizó una muestra de 1651 estudiantes, se obtuvieron los datos a partir de un cuestionario con treinta preguntas que estudian la percepción del rendimiento académico en escala tipo Likert. Se realizó un análisis factorial exploratorio que permitiera reducir los datos, facilitar la interpretación y validar el instrumento. Se identificaron tres factores: a) el rol de los profesores, b) la evaluación y c) la motivación de los estudiantes. Se llevó a cabo un análisis comparativo por carrera. Se encontró que los estudiantes perciben que la mayoría de los maestros no se preocupan por la condición de los jóvenes en situación de reprobación. Además, casi no motivan y carecen de expresiones de sentimientos de orgullo por los logros académicos de los estudiantes. La mitad de los participantes piensa que los docentes no cubren el temario en su totalidad. Se detectó que los estudiantes poseen una alta motivación siendo esto positivo porque son alumnos dedicados y responsables. Se concluye realizando una serie de sugerencias y explicando las implicaciones que tiene este trabajo para las instituciones de educación superior. Palabras clave: rendimiento académico, educación superior, estudiantes, evaluación, motivación del alumno. AbstractThe objective of this article is to make a diagnosis of the perception of the factors that intervene in the academic performance of students of five university degrees in a high school in Mexico, to recognize the opportunity areas that allow suggesting policies and strategies to increase their performance. A sample of 1651 students was used; the data were obtained by a thirty-question questionnaire that studies the perception of the academic performance in the Likert scale. An exploratory factorial analysis was made to reduce the data, ease the interpretation and validate the instrument. Three factors were identified: a) the role of teachers, b) the evaluation and c) Claudia A. Hernández Herrera Diagnóstico del rendimiento académico en estudiantes… 1370 Revista Complutense de EducaciónVol. 27 Núm. 3 (2016) 1369-1388 students' motivation. A comparative analysis of the different university degrees was made. It was found that students perceive that most of the teachers do not worry about the condition of youngsters in situation of reprobation with failure issues. Besides, teachers seldom motivate and lack the expressions of sentiments of pride towards students' academic achievements. Half of the participants think that teachers do not impart the whole syllabus. Students have a high motivation, which is positive because they prove to be responsible and dedicated. In conclusion, a series of suggestions are provided while explaining the implicat...

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“…In engineering education, effort is made to furnish students with skills, knowledge, imagination, creativity, and, especially, imaginative thinking, all of which plays a key role in breaking new ground in the process of economic globalization (Lin et al 2014;Pantidos 2017). Imagination is the foundation of creativity, and constructive imagination can expand knowledge and help people address complex problems in an effective manner (Hsu et al 2014). Moreover, it can convert existing knowledge and experience into new knowledge or discoveries and promote the flexible application of knowledge in daily life (Collins and Stevenson 2004).…”

Section: Introductionmentioning

confidence: 99%

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

Chung

Shu-lan

Cheng

et al. 2020

Int J Technol Des Educ

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The purposes of this study were to integrate imagination and STEAM education to construct a special topic course on wearable devices for pets for technology senior high school students studying electronic science; to explore the impacts of the learning process on students’ imagination, STEAM competences and satisfaction with learning effectiveness; and to investigate the integration of imagination into STEAM education. This study adopted the design research method and took 40 students in the third year of a special topic course in electronic science at a technology senior high school as the research subjects. The students were randomly divided into 8 groups, and teaching activities were carried out for 18 weeks. This study used questionnaire and documentary analysis methods to carry out peer evaluation, pretests, posttests and student self-report surveys to collect qualitative and quantitative data for statistical analysis and cross-validation. In this study, a new integration model of imagination and STEAM is proposed. The design research method was employed to plan the iSTEAM course and design special topic activities about real-life issues so that the degree of integration of imagination into the STEAM special topic course and the quality of the students’ work were moderately positively correlated and highly positively correlated, respectively, with students’ application of their learning from various aspects of iSTEAM, which can significantly enhance their imagination, STEAM competences, and satisfaction with their learning effectiveness. The iSTEAM teaching model can help engineering educators develop and evaluate iSTEAM courses and learning activities and provides new contributions to and research directions for STEAM education.

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The mediator effects of imagination between learning environment and academic performance: a comparison between science and engineering majors

Cited by 9 publications

References 41 publications

The Interplay of Creativity, Imagination, Personality Traits, and Academic Performance

The Interplay of Creativity, Imagination, Personality Traits, and Academic Performance

Diagnóstico del rendimiento académico de estudiantes de una escuela de educación superior en México

Using an iSTEAM project-based learning model for technology senior high school students: Design, development, and evaluation

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