scholarly journals Middle School Students From China’s Rice Area Show More Adaptive Creativity but Less Innovative and Boundary-Breaking Creativity

2022 ◽  
Vol 12 ◽  
Author(s):  
Wu-jing He ◽  
Wan-chi Wong
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Creative Thinking ◽  
School Students ◽  
Cross Cultural Comparison ◽  
Rice Area ◽  
Reverse Pattern ◽  
Wheat Group ◽  
Psychological Differences ◽  
Agricultural Regions

The present study aimed to conduct a cross-cultural comparison of creative thinking among Chinese middle school students from the rice- and wheat-growing areas in China through the lens of the rice theory, which postulates that there are major psychological differences among the individuals in these agricultural regions. Differences in cultural mindsets and creativity between the rice group (n = 336) and the wheat group (n = 347) were identified using the Chinese version of (1) the Auckland Individualism and Collectivism Scale (AICS) and (2) the Test for Creative Thinking–Drawing Production (TCT–DP), respectively. Interesting findings were obtained. The results of latent mean analyses indicate that the rice group showed significantly more collectivism and adaptive creativity than the wheat group but less individualism and innovative and boundary-breaking creativity. However, the two groups showed no significant differences in their overall creative performance, as reflected in the TCT–DP composite score. Moreover, results of hierarchical multiple regression analyses revealed that collectivism was positively related to adaptive creativity but negatively related to innovative and boundary-breaking creativity; however, a reverse pattern was found for individualism. These findings enrich the discourse regarding the rice theory and shed important light on the effect of culture on creativity.

scholarly journals DIAGNOSIS OF CREATIVE THINKING IN MIDDLE SCHOOL STUDENTS AND ITS ASSISTANCE IN THE PROCESS OF PERFORMING CREATIVE ACTIVITIES

Globus ◽  
2021 ◽  
Vol 7 (5(62)) ◽  
pp. 38-45
Author(s):  
Alina Mikhailiuk
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Creative Thinking ◽  
Gifted Child ◽  
School Students ◽  
Ability To Act ◽  
Main Thing ◽  
Approximate Version

It is often claimed that it is impossible to teach a person to think creatively, but this is not at all the case. Both children and adults can become true “creatives”; the main thing is to achieve a certain level of skill in the ability to act and think creatively. Today, there are many tests, games, exercises that allow you to develop creativity, and this is easier for children than for adults. Is it possible to identify a «gifted child»? This article presents an approximate version of testing and analyzing ready-made data on diagnosing the level of creativity of a child.

scholarly journals Arts Voices: Middle School Students and the Relationships of the Arts to their Motivation and Self-Efficacy

2014 ◽  
Author(s):  
Heather Moorefield-Lang
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Peer Relationships ◽  
Self Efficacy ◽  
Arts Education ◽  
Creative Thinking ◽  
Personal Narratives ◽  
Eighth Grade ◽  
School Students ◽  
The Arts

This study explores the question "Does arts education have a relationship to eighth-grade rural middle school students' motivation and self-efficacy?" Student questionnaires, focus-group interviews, and follow-up interviews were data collection methods used with 92 eighth-grade middle school students. Strong emphasis was placed on gathering personal narratives, comments, and opinions directly from the students. Content analysis was used to analyze the student interviews. Middle school students felt that there were both positive and negative relationships between their arts education classes and their motivation and self-efficacy. The students in this study had much to share on the arts courses offered in their school. Personal motivation, belief in self, creative thinking, and peer relationships are only some of the topics addressed in this article.

scholarly journals The Effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on Middle School Students' Creativity: Focusing on the Content on “Clothing Management and Recycling”

2021 ◽  
Vol 59 (3) ◽  
pp. 401-418
Author(s):  
Ja-Young Bae ◽  
Huen-Sup Shim ◽  
Jung-Hyun Chae
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Creative Thinking ◽  
Practical Problem ◽  
Home Economics ◽  
Control Group ◽  
School Students ◽  
Economics Instruction ◽  
Quasi Experimental

The purpose of this study was to test the effects of Practical Problem-Based Home Economics Instruction (PPBHEI) on middle school students' creativity, focusing on the content on “clothing management and recycling.” This study carried out quasi-experimental research with an independent variable of PPBHEI and a dependent variable of creativity. The experiment was based on a sample of 62 (31 in each group) second grade students in the Cheongju area over four class hours. ANCOVA was performed to examine pre-test and post-test differences between the experimental group and the control group. The results showed that PPBHEI did not improve the level of creativity but improved the level of creative motivation among the sub-elements of creativity (creative thinking, creative tendency, creative motivation). In particular, PPBHEI improved the level of independence in creative tendency, intrinsic motivation, and diligence in creative motivation. From the results of this study, it can be concluded that PPBHEI is effective in improving independence, intrinsic motivation, and diligence in respect of middle school students’creativity.

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