Understanding individual problem-solving style: A key to learning and applying creative problem solving

Treffinger, Donald J.; Selby, Edwin C.; Isaksen, Scott G.

doi:10.1016/j.lindif.2007.11.007

Cited by 124 publications

(116 citation statements)

References 32 publications

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“…It is therefore necessary to characterize the relationship between problem-solving (in general) and creativity. Creativity can be part of problem-solving [4][5][6][7]; it is especially so when solutions to problems are not easily reached or readily available and when the ideas required for solutions are novel and are particularly appropriate to solving the problems [8,9]. Some researchers believe the process of creativity actually constitutes the whole of the problem-solving process, from problem finding to executing a plan [10].…”

Section: Introductionmentioning

confidence: 99%

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Lin

2017

Education Research International

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This study aimed to help determine what the typology of math creative problem-solving is. Different from studies that have discussed the threshold effect between creativity and intelligence, this research investigated the threshold effect between creativity and other attributes. The typology of the math creative problem-solving abilities of 409 fifth-and sixth-grade Taiwanese students was identified and compared in this study. A Creative Problem-Solving Attribute Instrument was devised for this study, with the aim of measuring students' perceptions on their motivation, knowledge, and skills, both in general and in specific domains. Divergent and convergent thinking were also measured. Cluster analyses yielded three creative problem-solving typologies: High, Medium, and Low. The High Attribute group scored significantly higher in the Math Creative Problem-Solving Ability Test than did the Medium Attribute and Low Attribute groups. The results suggest a threshold effect from several attributes-divergent thinking, convergent thinking, motivation, general knowledge and skills, domain-specific knowledge and skills, and environment-on students' creative problem-solving abilities. Balanced development of attributes may be an important consideration in nurturing creativity in children.

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Section: Introductionmentioning

confidence: 99%

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Lin

2017

Education Research International

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“…The internal consistency reliability coefficient of Cronbach α level was .882. 4) In the self-assessment of CPS referenced ideas of Isaksen, Dorval, & Treffinger [8] and Treffinger, Selby, &Isaksen [17] to make items of self-assessment of CPS. The internal consistency reliability coefficient of Cronbach α level was .991.…”

Section: Instrumentsmentioning

confidence: 99%

The Application of Morphological Analysis on the Experimental Teaching Assessment of Creative Problem Solving

Shen¹,

Lai²

2018

IJIET

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Abstract-More innovative imagination and concrete results would be meaningfully produced to become civilized products and cultural creativity if the creative techniques can be employed through creative problem-solving teaching. The purpose of this study was to apply the morphological analysis on experimental teaching. ANCOVA was employed to analyze the change of the students' creative problem-solving thinking, and qualitatively analyze the creative problem-solving process of the team's performance imaginary creative works. The participants of this study were 105 students from the University of Science and Technology, which were divided into experimental group and control group. The research method was quasi-experimental research with the Nonequivalent Pretest-Posttest Designs. The research instruments included the Abbreviated Torrance Test for Adults (ATTA), the creative problem-solving teaching design with learning perception questionnaire, and the expert assessment with creative imagination work scale. The conclusions of this study were as the followings: 1. In the creative problem-solving, the students in the experimental group achieved higher significant level in terms of producing innovative ideas than the students in the control group; whereas did not achieve the significant level regarding the awareness of challenges, preparing for actions and planning for methods. 2. In the expert assessment with creative imagination work scale, the students in the experimental group achieved higher significant level in terms of relevance & effectiveness, problem concentrating, elaboration, originality, multiple-possibilities, connectivity, transcendence than the students in the control group. 3. In the Qualitative analysis regarding creative problem-solving, the students were recognized lacking of practical experiences; it was difficult for them to conduct the preparation for actions and planning for methods to solve the practical problems.

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“…Treffinger et al (2008) define the problem solving style, stable individual differences in preferred method that people apply when facing difficulties. Cassidy & Long (1996) also define problem solving style as a cognitive-behavioral process that through them people recognize effective ways to overcome problematic situations.…”

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confidence: 99%

Comparative Study of Learning Style, Resiliency and Problem Solving Skills in Iranian Chess Players

Sadeghi¹,

Mousavian²

2018

APE

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The main objective of this study was to compare learning styles, resiliency and problem solving skills in Iranian chess players. The approach of this study was a description of cohesion kind. The statistical population included all active chess players with an international rating under chess federation supervision of Islamic Republic of Iran. The sample was based on Morgan . The findings showed that there wasn't a significant relationship between learning styles with the amount of resiliency and chess players' problem solving skills. Also there was a positive and powerful relation between the amount of resiliency and chess players solving problem skills. It seems that chess players learning style doesn't have any effect on the ability of problem-solving skill. In other word, having learning style and different thinking isn't an advantage although the present research protects the existence of positive meaningful relation between the amount of resiliency and chess players' problem solving skills.

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Understanding individual problem-solving style: A key to learning and applying creative problem solving

Cited by 124 publications

References 32 publications

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

Threshold Effects of Creative Problem‐Solving Attributes on Creativity in the Math Abilities of Taiwanese Upper Elementary Students

The Application of Morphological Analysis on the Experimental Teaching Assessment of Creative Problem Solving

Comparative Study of Learning Style, Resiliency and Problem Solving Skills in Iranian Chess Players

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