Do High and Low Creative Children Differ in Their Cognition and Motivation?

Sarsani, Mahender Reddy

doi:10.1080/10400410802059861

Cited by 17 publications

(8 citation statements)

References 9 publications

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“…For attracting more adults to participate in continuous education, the teaching services provided by community colleges should be considered how to enhance and improve their service quality and students' learning satisfaction. Regarding adults re-participate in a variety of continuous education, after a period of time from graduating school, should have their motivations, however different learning motivation will affect their learning performance, satisfaction, future decisions and learning success (Sarsani, 2008;and Buechley et al, 2008). After reviewing the previous articles, there is strong empirical evidence presenting that higher levels of satisfaction lead to decreased levels of negative word-of-mouth dissemination and complaint behavior, and increased repurchase intentions (Richins, 1983;Smith & Bolton, 1998;Andreassen, 2001;Szymanski & Henard, 2001).…”

Section: Introductionmentioning

confidence: 98%

What's The Relationship between Learning Satisfaction and Continuing Learning Intention?

Hsieh

2015

Procedia - Social and Behavioral Sciences

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Since the 1998 year was named the "lifelong learning year" by Taiwan Ministry of Education for promoting adult continuing education and establishing equitable and just "knowledge societies". Government education-related departments had being strived to motivate and teach adults how to be engaged in continuing education programs. And now, 99 community colleges are set up and offer various programs relating to three dimensions: academic, societies, and life. The purpose of this study is to identify what factors could affect adult student to keep participating in continuing learning. The structured questionnaire was developed by reviewing the related literature and adapted SERVPERF scale, 600 adult students of three selected quality community colleges were surveyed and 547 valid samples were obtained. AMOS 20.0, factor analysis and simple linear regression analysis were used to analyze the data. In the result of this research, a significant relationship was found between Learning Satisfaction and Continuing Learning Intention. According to these results, the satisfaction of Course Contents and Administrative Services Encounter are the critical factors that have a highly positive effect on Continuing Learning Intention. The other factors: Teaching Methods, Learning Environment, and Learning Convenience, also have a significant effect on it. Therefore, we believe that the research findings will provide a useful corpus of data to education-related departments for making strategies of learning society.

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Section: Introductionmentioning

confidence: 98%

What's The Relationship between Learning Satisfaction and Continuing Learning Intention?

Hsieh

2015

Procedia - Social and Behavioral Sciences

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“…However, the necessity of a double discovery, for change to occur, could mean that receivers of ideas need to have similar levels of creative capabilities in order to effectively discover value. Whereas creative collaboration, with recognisers in a domain, is currently considered prime facie evidence of the necessity of recognition for creativity to exist (McKerracher, 2016;Reisman, Keiser and Otti, 2016;Sarsani, 2008), the crucial advantage of this approach is that it follows that creative potential could be as needed as much within those tasked with the recognition and reception of ideas, as those who produce it. This opens a promising avenue of research into the role of active audiences, beyond that recognised within the literature on co-creation teams.…”

Section: Discussionmentioning

confidence: 99%

Defining Creativity with Discovery

Martin

Wilson

2017

Creativity Research Journal

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“…For example, Sarsani (2008) examines the relationship between the students' creativity and their interests, perceptions and classroom experiences. He shows that both high and low creative students feel that the academic pressure is extremely high when the teaching-learning process is a traditional one.…”

Section: Implicit Theories Of Creative and Uncreative Studentsmentioning

confidence: 99%

Creativity theories and related teachers’ beliefs

Saracho¹

2012

Early Child Development and Care

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Creativity theories have been investigated in relation to explicit or implicit theories, which have dominated the field. The flourishing attention about creativity motivated many researchers to examine implicit and explicit theories to understand creativity in their studies. Explicit theories are those formulated by psychologists or other social scientists. They develop explicit theories from research studies on the individuals' creative performance. On the other hand, implicit theories are those formulated by lay individuals who develop their implicit theories based on their belief systems about creativity. A major problem is the huge range of definitions in implicit theory, that is, what individuals believe creativity is implicitly. Studies on creativity usually focus on comparisons between the teachers' spontaneous perspectives and scientists' definitions of creativity. Researchers have categorised these differences between implicit and explicit theories. The purpose of this article is to distinguish between explicit theories and the teachers' beliefs (implicit theories) about creativity.

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Do High and Low Creative Children Differ in Their Cognition and Motivation?

Cited by 17 publications

References 9 publications

What's The Relationship between Learning Satisfaction and Continuing Learning Intention?

What's The Relationship between Learning Satisfaction and Continuing Learning Intention?

Defining Creativity with Discovery

Creativity theories and related teachers’ beliefs

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