A hierarchical model of cognitive flexibility in children: Extending the relationship between flexibility, creativity and academic achievement

Filippetti, Vanessa Arán; Krumm, Gabriela Liliana

doi:10.1080/09297049.2019.1711034

Cited by 53 publications

(60 citation statements)

References 116 publications

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“…Therefore, the components of SEC were critical thinking, problem-solving, creativity, emotional intelligence, collaboration, and self-directed learning in this study. Academic achievement has been reported to be related to critical thinking [8,9], problem-solving [10], creativity [11], emotional intelligence [12][13][14][15], collaboration [16,17], and self-directed learning [8,10,17].…”

Section: Introductionmentioning

confidence: 99%

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

Kim

Shin

2021

IJERPH

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This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

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Section: Introductionmentioning

confidence: 99%

Social–Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

Kim

Shin

2021

IJERPH

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“…Such an improvement is of paramount importance as shifting supports preschoolers’ approaches to learning and consequently children’s academic preparation [ 33 ]. Reaching school-ages with more robust cognitive shifting skills is important as they represent significant predictors of writing and reading comprehension [ 34 , 35 ] and are related to creativity, that is the ability to generate different responses guided by internal stimuli [ 34 ] and to the ability to quickly adapt behaviors and responses according to different contexts and environmental demands. According to Magalaes and collaborators’ study, cognitive shifting is a unique predictor of academic achievement above and beyond control variables such as working memory, inhibition, fluid intelligence, attention, planning, especially for students after 4 grades [ 36 ].…”

Section: Discussionmentioning

confidence: 99%

Dialogic Reading to Empower Executive Functions in Preschoolers

Ruffini

Spoglianti²,

Bombonato³

et al. 2021

Children

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Among the interventions recently developed to enhance Executive Functions (EFs) in preschoolers, Quincey Quokka’s Quest (QQQ) is an illustrated book proposing EF activities embedded within a shared reading framework (Howard et al., 2017). In the present study, the Italian version of QQQ (QQQIT) was tested in 20 typical developing 4–5 year old children. Standardized tests were used to assess EFs pre- and post- intervention. QQQIT was conducted once a week for 8 weeks in small groups. A positive trend was registered in QQQIT performances from the first to the last sessions and a significant improvement, in comparison to the control condition, was obtained in the Color and Form Game test. These results, supporting the feasibility of the QQQIT intervention and its efficacy in increasing shifting abilities, confirm the usefulness of ecological interventions to empower specific EF components in preschool contexts.

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“…However, the role of other components of creativity, beside the fluent and divergent production of ideas, have to be taken into account. Considering creativity as a multifaceted construct involving manifold mechanisms (Simonton, 2000), an important role is played by executive functions, defined as higher-order cognitive processes that enable the control of cognitive, behavioral, and emotional activity, including the subprocesses of inhibition, working memory, shifting (Miyake et al, 2000), and cognitive flexibility (Arán Filippetti and Krumm, 2020). Weaknesses in those processes in individuals with DD could potentially hinder their creative potential.…”

Section: Introductionmentioning

confidence: 99%