Does socioeconomic status influence student creativity?

Castillo-Vergara, Mauricio; Galleguillos, Nicole Barrios; Cuello, Laura Jofré; Álvarez‐Marín, Alejandro; Acuña-Opazo, Christian

doi:10.1016/j.tsc.2018.07.005

Cited by 70 publications

(48 citation statements)

References 66 publications

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“…The incubation program and the entrepreneurship experience were helpful because they enhanced the use of creativity and critical thinking (Castillo-Vergara et al, 2018) and fostered intrinsic motivation (Robbins and Judge, 2013), so the students felt empowered as Gupta (2012) suggested. They understand the importance of innovation (Saridakis et al, 2019) and the creation of competitive advantages (Castaño et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Creativity is essential for humans, with implications in every aspect of life (Castillo-Vergara, Barrios, Jofré, Álvarez-Marín and Acuña-Opazo, 2018). It is a significant driver for entrepreneurial processes because it helps discover new business opportunities and emphasizes the important role of innovation and entrepreneurship as sources of economic growth.…”

Section: Creativity Critical Thinking and Innovationmentioning

confidence: 99%

“…Many school programs focus on the answers which appear in textbooks (Clegg and Birch, 2001), favoring rational thinking over intuition (Gámez, 1998), without considering that education is important for innovation and entrepreneurship for contributing to economic growth, for which programs must enhance curiosity, initiative and creativity (Castillo-Vergara et al, 2018). Gupta (2012) Kuratko, quoted by Kyndt and Baert (2015), suggests that the entrepreneur is the person who takes, manages, organizes and assumes the risks of a business, being an innovator or a developer.…”

Section: Creativity Critical Thinking and Innovationmentioning

confidence: 99%

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Factors that affect the experience of entrepreneurship in university students. A study in a private institution in Merida, Yucatan, Mexico

Tanoira

Valencia

López-Ponce

2020

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Introduction: It is important to educate young university students for adapting to social, economic and environmental changes in the world. It is not to prepare them just to be employees, but entrepreneurs who could be leaders in their fields, creating jobs and improving people’s quality of life. For this, there are entrepreneurship programs based on high impact project incubation, but there is still the risk of dropping out. For this, the objective of this study was to identify the factors which positively and negatively affect the entrepreneurship experience in university students, from the perception of young students who have already had an incubated project. Method: The study approach was qualitative, with an exploratory and descriptive type and a non-experimental and transverse design. The participants were twenty students who have already had an incubated project, registered at the Tax Agency and legally constituted as an enterprise, besides of their involvement in entrepreneurship activities along their education process at the institution. All of them were from a private university situated near Mérida city, Yucatán, in the Southeast of México, acknowledged for its entrepreneurship education as well as for its incubation and acceleration processes. A semi-structured interview guide was used, conducted by the researchers. Results: The factors that positively affect students to become entrepreneurs are personal ones, such as intrinsic motivation and the opportunity to be creative and dedicate to an interesting activity, accepting the risks. This is reinforced by the help of the coach, attendance to events, lectures and workshops, as well as constant feedback from expert panels. The ones which negatively affect the entrepreneurial experience are mainly external, such as the lack of monetary funds for living while the project is incubated, because when there are monetary resources, they are just for the project. There are also other internal factors such as the fear for making mistakes and the lack of experience for starting a business. Conclusions: The factors which prevent the entrepreneurship development depend on each participant more than in the method. The student must have time for the project and to continue his courses without the need to search for a job for making a living along the incubation. Then, there must be strategies to guarantee time and monetary resources so students don’t have distractors which could become entrepreneurship barriers. Besides, university study plans must be improved for enhancing creativity, innovation and entrepreneurship from initial stages. Incubators must be places for enhancing insertion of new enterprises in nets and create university clusters.

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Section: Discussionmentioning

confidence: 99%

Section: Creativity Critical Thinking and Innovationmentioning

confidence: 99%

Section: Creativity Critical Thinking and Innovationmentioning

confidence: 99%

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Factors that affect the experience of entrepreneurship in university students. A study in a private institution in Merida, Yucatan, Mexico

Tanoira

Valencia

López-Ponce

2020

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“…The development of creativity is increasingly seen as a necessity in the field of education because creativity can encourage students to perform better (Hansenne&Legrand, 2012;Yusnaeni, Corebima, Susilo, & Zubaidah, 2017) and influence their future success (Castillo-vergara et al, 2018). However, numerous studies in Indonesia have reported the inability of university students to think creatively (e.g., Darmawan, 2014;Musadad, 2011).…”

Section: Introductionmentioning

confidence: 99%

The Integrated PBL-DMM: A Learning Model to Enhance Student Creativity

Hidayati

Zubaidah

Suarsini

et al. 2019

PED

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The present study aimed to test the effectiveness of two learning models, namely Problem-Based Learning (PBL) and Integrated Problem-Based Learning and Digital Mind Maps (PBL-DMM) in improving student creativity. This experiment employed a pretest-posttest control group design and involved 103 participants. An essay test was used to evaluate the participants’ creativity. The results showed that both PBL and PBL-DMM had an effect on creativity, yet among these two learning models, PBL-DMM was considered more effective to boost student creativity.

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“…Researchers have also used floriculture design activities to improve the visuospatial working memory of patients with schizophrenia and have demonstrated associations between floricultural design skills and spatial abilities (Mochizuki-Kawai et al, 2016). Creative personality traits and spatial ability are positively associated with academic performance (Ai, 1999;Ganley and Vasilyeva, 2011) and socioeconomic status (Castillo-Vergara et al, 2018;Levine et al, 2005); however, spatial ability is positively associated with age during childhood but negatively associated with age during adulthood (Techentin et al, 2014). Although spatial ability tends to be superior in men compared with women (Wei et al, 2016), gender differences in creative personality traits have not been established (Prado and Fleith, 2016).…”

mentioning

confidence: 99%

Relationships of Creative Personality Traits and Spatial Abilities to Shaping Creativity and Floriculture Material Shaping Skills

Chan

Chu

Chen

2019

hortte

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In floriculture design, “shaping” is the use of floral materials as media for expressing ideas. Common floriculture techniques include tying, pasting, winding, connecting, overlapping, and weaving. Shaping is also a key factor in the appeal of the final product. Therefore, this study recruited 149 university students to explore how their floriculture material-shaping skills are affected by factors such as creative personality traits, spatial abilities, and shaping creativity. Students were allowed to use three different leaf materials in their floriculture works: planar leaf, linear leaf, and amorphous leaf materials. Representative planar, linear, and amorphous floriculture materials used in the current study were yellow palm (Chrysalidocarpus lutescens), veitch’s screw pine (Pandanus baptistii), and tree fern (Asparagus virgatus), respectively. The average score for creativity in shaping floriculture material was (±sd) 3.26 ± 0.84 (range, 1.33–4.67). Comparisons of the three leaf materials showed that the score for shaping creativity was highest for the planar leaf material (3.70 ± 1.23), followed by the amorphous leaf material (3.18 ± 0.99) and the linear leaf material (2.91 ± 0.94). The chi-square test results indicated that creative personality traits affected the number of shaping skills used, and that spatial abilities and floriculture material-shaping creativity further enhanced skills in floriculture material-shaping. Suggestions for floriculture educators and practitioners are provided accordingly.

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Does socioeconomic status influence student creativity?

Cited by 70 publications

References 66 publications

Factors that affect the experience of entrepreneurship in university students. A study in a private institution in Merida, Yucatan, Mexico

Factors that affect the experience of entrepreneurship in university students. A study in a private institution in Merida, Yucatan, Mexico

The Integrated PBL-DMM: A Learning Model to Enhance Student Creativity

Relationships of Creative Personality Traits and Spatial Abilities to Shaping Creativity and Floriculture Material Shaping Skills

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