Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach

Wu, Hung‐Yi; Wu, Hung-Shu; Chen, I-Shuo; Chen, Hui‐Chun

doi:10.1016/j.tsc.2013.09.004

Cited by 59 publications

(38 citation statements)

References 57 publications

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“…Table 1 summarises the simulations carried out in Figure 1 to Figure 4, in which β was fixed at 0.1, the mean of values which turn out to be significant in the simulations that I will perform in Section 4. Therefore, these numerical simulations show that improving convergent thinking (see Wu et al, 2014;Yueh et al, 2013) is more important than improving divergent thinking to gain happiness from creativity over the whole life span, (see Alfonso-Benlliure et al, 2013; Davies et al, 2013), once these have both achieved a sufficiently large degree. This is supported by a meta-analysis of functional imaging data performed by Gonen-Yaacovi et al (2013).…”

Section: An Empirical Testmentioning

confidence: 87%

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Zagonari

2015

SSRN Journal

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This paper presents an analytical model of the dynamic interrelationships between education, creativity, and happiness based on both theoretical insights and recent empirical neurological studies. In the model, the outcome is conditional on individual intelligence and risk aversion. Specifically, it focuses on two main determinants of creativity (divergent and convergent thinking), and compares two main educational policies (scholarships vs. training) in terms of their impacts on the happiness gained from creativity in the general and healthy population. An empirical test is provided by matching the model's predictions with the results of recent neuroscience research. Numerical simulations suggested that improving convergent thinking is more important than improving divergent thinking for creativity to generate happiness throughout an individual's life, provided both divergent and convergent thinking have achieved a sufficiently large degree; and that unstructured training in divergent thinking (e.g., in accounting schools) is necessary to reach richer but less intelligent people, whereas scholarships or unstructured training in convergent thinking (e.g., in art schools) are necessary to reach more intelligent but less rich people.

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Section: An Empirical Testmentioning

confidence: 87%

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Zagonari

2015

SSRN Journal

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“…It witnesses about complex negative influence of weak motor functioning on youth [4,7,14,35,[42][43][44].…”

Section: Discussionmentioning

confidence: 99%

Methodic of girl students’ professionally significant coordination qualities’ perfection at physical education classes

Kolumbet

2016

PES

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Abstract. Purpose: implementation of new methodic of professionally significant coordination qualities' training in higher educational establishments' girl students at classes of physical education. Material: 204 girl students participated in the research. Results: in perfection of students' professionally significant coordination qualities it is important to observe certain correlation of exercises in every block of methodic. When planning exercises it is necessary to observe the following correlations: exercises for orientation in space -32%; exercises for perfection of quickness -19%; exercises for accuracy of movements and differentiation of muscular efforts -16%; exercises for balance -9%. Conclusions: in trainings of professionally significant coordination qualities it is necessary to use different forms of trainings' organization. In preparatory part it is desirable to apply frontal form; in main part -frontal and differentiated-group form.

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“…The literature points out family background as an influential factor on creativity [24]. Therefore, family background questions were asked such as: what is your birth order, how many siblings do you have, what was your family's economic status when you were growing up, and what is the highest level of education that either of your parents has completed.…”

Section: Methodsmentioning

confidence: 99%

Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors

Neufeld

Mirzaei

Runco³

et al. 2017

PCEEA

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-The results for the Engineering students are emphasized, but they are also compared with students and faculty from other Colleges. Closed questions were analyzed using inferential statistical tests (distributions, means, standard deviations, t-tests, ANOVA, Cronbach's alpha), while the open-ended responses are compared more qualitatively when they cannot be quantified easily.The survey went through ethics approval and was distributed in the latter half of the Fall 2015 term.

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Exploring the critical influential factors of creativity for college students: A multiple criteria decision-making approach

Cited by 59 publications

References 57 publications

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Scholarships vs. Training for Happiness Gained from Education in Creativity: An Analytical Model

Methodic of girl students’ professionally significant coordination qualities’ perfection at physical education classes

Creativity in Design Engineers: Attitudes, Opinions and Potentially Influential Factors

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