Cognitive Style and Creativity: The Role of Education in Shaping Cognitive Style Profiles and Creativity of Adolescents

Autor/inn/en	Ho, Shuen; Kozhevnikov, Maria
Titel	Cognitive Style and Creativity: The Role of Education in Shaping Cognitive Style Profiles and Creativity of Adolescents
Quelle	In: British Journal of Educational Psychology, 93 (2023) 4, S.978-996 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kozhevnikov, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12615
Schlagwörter	Cognitive Style; Individual Differences; Environmental Influences; Creativity; Secondary School Students; Age Differences; Social Influences; Cultural Influences; Visual Perception; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Individueller Unterschied; Environmental influence; Umwelteinfluss; Kreativität; Sekundarschüler; Age; Difference; Age difference; Altersunterschied; Sozialer Einfluss; Cultural influence; Kultureinfluss; Visuelle Wahrnehmung; Ausland; Singapur
Abstract	Background: Previous research on cognitive styles (CSs) has often overlooked their complexity and the effect of the environment on their development. While research supports visual abilities as predictors of domain-specific creativity, there is a lack of studies on the predictive power of CS in relation to creativity beyond abilities. Aims: The current study aimed to explore the validity of the CS construct as environmentally sensitive individual differences in cognition. We examined the internal structure of the CS construct, its predictive power in creativity beyond visual abilities, and how CSs of Singaporean secondary school students are shaped with age under specific sociocultural influences (Singapore's emphasis on STEM disciplines). Sample: Data were collected from 347 students aged 13-16 from a secondary school in Singapore. Methods: Students were administered nine tasks assessing their visual abilities and learning preferences, artistic and scientific creativity, and questionnaires assessing their CS profiles. Results: The confirmatory factor analyses provided evidence for a matrix-type CS structure consisting of four orthogonal CS dimensions and third levels of information processing. Structural equation models demonstrated significant contributions of context independence and intuitive processing to artistic and scientific creativity, respectively, beyond visual abilities. The results also suggested that Singapore's education system could be contributing to significantly shaping adolescents' CS profiles. Conclusions: Our findings support the validity of CS as individual differences in cognition that develop to cope with environmental demands. They highlight the importance of providing an appropriate environment in shaping adolescents' CS profiles to support the development of domain-specific creativity according to their strengths and talent. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01