Development and validation of the language teachers' adaptive thinking scale

Zohoorian, Zahra; Sadr, Nader Matin; Zeraatpisheh, Mitra

doi:10.1016/j.tsc.2023.101238

Thinking Skills and Creativity

2023

DOI: 10.1016/j.tsc.2023.101238

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Development and validation of the language teachers' adaptive thinking scale

Zahra Zohoorian

Nader Matin Sadr

Mitra Zeraatpisheh

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Cited by 2 publications

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School support, perceived value and teachers' digital training adaptability: A multilevel moderated mediation model

Zhao,

Wei

2024

Psychology in the Schools

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Digital training has significantly transformed the landscape of teacher professional development, introducing various uncertainties. In this context, adaptability can play a crucial role in helping teachers cope with stress and effectively navigate new and changing scenarios. However, existing research on adaptability has not adequately addressed the specific challenges and opportunities presented by digital training, nor has it thoroughly explored the interplay between external factors and individual characteristics. Therefore, this study is based on job demands‐resources (JD‐R) theory to explore the school‐level (school support) and individual‐level (perceived value) predictors that influence teachers' digital training adaptability (DTA) and their mechanisms of action through hierarchical linear model. To this end, a questionnaire was administered to 552 teachers from 55 schools who had participated in digital training. The results of multilevel regression analyses show that (1) emotional support and cognitive support have a significant positive effect on teachers' DTA; (2) perceived value plays a mediating role in the relationship among emotional support, cognitive support, and teachers' DTA; and (3) emotional support weakens the relationship between perceived value and teachers' DTA, but cognitive support enhances this relationship. The study discusses these results further to propose feasible recommendations for building a community that improves the support system and adopts evidence‐based policy‐making to enhance the effectiveness and relevance of training, thereby improving teachers' DTA.

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School support, perceived value and teachers' digital training adaptability: A multilevel moderated mediation model

Zhao,

Wei

2024

Psychology in the Schools

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Threaded Type Integrative Learning Model Develops Creative Thinking Skills of Elementary School Students

Pangestu,

Setyawan,

Maula

2023

International j.of Elementary Education

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Implementing the learning process in several elementary schools still emphasizes mastery of learning materials or theory-based learning. This study aims to analyze the effectiveness of the threaded integrative learning model in developing elementary school students' creative thinking skills as one of the essential skills in the 21st century. This study used an experimental research design with a pretest-posttest control group design. The population of this research is 313 students. The sample of this research was 173 students of class V selected using the cluster random sampling technique. Methods of data collection using tests. The instrument used to collect data is test questions. Data analysis techniques using descriptive qualitative analysis, quantitative, and inferential statistics. The study results showed a difference between the creative thinking skills of the experimental group students, who were taught by the threaded type of integrative learning model, and the control group, who were prepared by conventional methods. The threaded integrative learning model could develop the creative thinking skills of elementary school students. The threaded integrative learning model makes it easier for students to learn so that they can develop the creative thinking skills of elementary school students.

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Development and validation of the language teachers' adaptive thinking scale

Cited by 2 publications

References 50 publications

School support, perceived value and teachers' digital training adaptability: A multilevel moderated mediation model

School support, perceived value and teachers' digital training adaptability: A multilevel moderated mediation model

Threaded Type Integrative Learning Model Develops Creative Thinking Skills of Elementary School Students

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