scholarly journals Creativity in mathematics performance: The role of divergent and convergent thinking

2021 ◽  
Author(s):  
Isabelle C. Vink ◽  
Robin H. Willemsen ◽  
Ard. W. Lazonder ◽  
Evelyn H. Kroesbergen
Keyword(s):  
Mathematics Performance ◽  
Convergent Thinking ◽  
Divergent And Convergent Thinking

scholarly journals The Role of Functional Synchronization of Alpha Waves in Divergent and Convergent Thinking

2019 ◽  
Vol 7 (2) ◽  
pp. 33-43
Author(s):  
Emad Aazr ◽  
Imanollah Bigdeli ◽  
Ali Ghanaei Chamanabad ◽  
◽  
◽  
...  
Keyword(s):  
Convergent Thinking ◽  
Divergent And Convergent Thinking ◽  
Alpha Waves

Emotion/Motivation-Related Divergent and Convergent Thinking Styles Scale

2015 ◽  
Author(s):  
Goretti Soroa ◽  
Nekane Balluerka ◽  
Bernhard Hommel ◽  
Aitor Aritzeta
Keyword(s):  
Thinking Styles ◽  
Convergent Thinking ◽  
Divergent And Convergent Thinking

Performance Incentives, Divergent Thinking Training, and Creative Problem Solving

2020 ◽  
Vol 32 (1) ◽  
pp. 159-176
Author(s):  
Kun Huo
Keyword(s):  
Problem Solving ◽  
Divergent Thinking ◽  
Employee Performance ◽  
Creative Problem Solving ◽  
Convergent Thinking ◽  
Performance Incentives ◽  
Incentive Schemes ◽  
Piece Rate ◽  
Divergent And Convergent Thinking ◽  
Creative Problem

ABSTRACT Creativity theory suggests that effective solutions to creative problems depend on both divergent and convergent thinking (Cropley 2006). Using an experiment in which participants solve insight problems, I investigate the effect of incentive schemes on creative problem-solving performance. I find that both piece-rate pay and a flat wage plus public recognition generate higher performance with divergent thinking training than without. Consistent with the idea that incentives may promote more convergent thinking than divergent thinking, piece-rate pay generates lower creative problem-solving performance than the flat wage in the absence of divergent thinking training (flat wage plus recognition has a neutral effect). The study suggests that when employee performance depends on creative problem solving, firms should implement incentive schemes and/or control systems that promote both divergent and convergent thinking.

Scientific Creativity in Psychology

2021 ◽  
pp. 145-167
Author(s):  
Christiane Kirsch ◽  
Todd Lubart ◽  
Herie de Vries ◽  
Claude Houssemand
Keyword(s):  
Social Science ◽  
Future Research ◽  
Science Students ◽  
Convergent Thinking ◽  
Scientific Creativity ◽  
Artistic Creativity ◽  
Divergent And Convergent Thinking ◽  
Everyday Creativity

The present research investigates the cognitive and conative profile underlying scientific creativity in psychology. An innovative creativity test including both divergent and convergent thinking was used. Intelligence and personality were also measured. The sample consisted of 121 social science students. Intelligence played a major role for scientific creativity in psychology. With regard to personality, openness and negative agreeableness favored additionally scientific creativity in psychology. In future research, the profile of scientific creativity could be compared with profiles of artistic creativity and everyday creativity.

Divergent and Convergent Thinking Approach: A More Integrated Method to Pressure Transient Analysis and Interpretation

2014 ◽  
Author(s):  
Patrick Oguntoye ◽  
Cyril Okporiri ◽  
Esther Akinyede ◽  
Ebuka Afoama ◽  
Ukauku Ikwan
Keyword(s):  
Transient Analysis ◽  
Convergent Thinking ◽  
Pressure Transient Analysis ◽  
Pressure Transient ◽  
Integrated Method ◽  
Divergent And Convergent Thinking

Past success and convergent thinking in groups: The role of group-focused attributions

2004 ◽  
Vol 34 (4) ◽  
pp. 385-395 ◽  
Author(s):  
Jack A. Goncalo
Keyword(s):  
Convergent Thinking

A Causal Model of Mathematics Performance in Early Adolescence: The Role of Sex

1989 ◽  
Vol 64 (1) ◽  
pp. 167-176 ◽  
Author(s):  
Robert M. Midkiff ◽  
Joy Patricia Burke ◽  
Gerald C. Helmstadter
Keyword(s):  
Causal Model ◽  
Mathematics Performance ◽  
Self Concept ◽  
Scholastic Aptitude ◽  
Eighth Grade Students ◽  
Mathematics Examination ◽  
Achievement In Mathematics ◽  
And Performance ◽  
School Records

Using path analysis, the present investigation was done to clarify possible causal linkages among general scholastic aptitude, academic achievement in mathematics, self-concept of ability, and performance on a mathematics examination. Subjects were 122 eighth-grade students who completed a mathematics examination as well as a measure of self-concept of ability. Aptitude and achievement measures were obtained from school records. Analysis showed sex differences in prediction of performance on the mathematics examination. For boys, this performance could be predicted from scholastic aptitude and previous achievement in mathematics. For girls, performance only could be predicted from previous achievement in mathematics. These results indicate that the direction, strength, and magnitude of relations among these variables differed for boys and girls, while mean levels of performance did not.

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