Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance

Hardy, Jay H.; Ness, Alisha M.; Mecca, Jensen T.

doi:10.1016/j.paid.2016.08.004

Cited by 163 publications

(139 citation statements)

References 44 publications

(93 reference statements)

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“…A wide variety of behavioral studies have suggested that NFC not only contributes to better task performance or problem solving but also shows a close correlation with creativity, such as divergent thinking, creative problem solving, and innovative behaviors in various creative tasks (Dollinger, 2003;Hahn & Lee, 2017;Hardy, Ness, & Mecca, 2017;Madrid & Patterson, 2016;Rostan, 2010;Watts et al, 2017;Wu, Parker, & de Jong, 2014). Higher NFC individuals are more likely to generate creative ideas in response to ambiguous or ill-defined problems, possibly because they are willing to devote more cognitive resources in the face of complexity and enjoy the process of thinking (Dollinger, 2003;Grass, Strobel, & Strobel, 2017;Watts et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Brain flexibility associated with need for cognition contributes to creative achievement

Zhuang

Liu

et al. 2019

Psychophysiology

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Advances in graph‐theoretic models of networks have made it possible to investigate the topological properties of the human brain across time and space. Brain flexibility is defined as the frequency with which brain regions switch between different functional modules over time and has been shown to correlate with higher‐order cognitive functions. Need for cognition (NFC) refers to a personality trait to engage in and enjoy effortful cognitive endeavors and usually has a positive effect on diverse cognitive activities (e.g., creativity), which may also be closely related to brain flexibility. Here, we tested whether the flexibility of a large‐scale brain network associated with NFC facilitated creative achievement. Robust correlation analyses showed that NFC correlates with the flexibility of the insula, the medial prefrontal cortex, and the putamen at the node level. Several large‐scale brain networks whose flexibility also correlated with NFC, including the default mode network, salience network, subcortical network, ventral attention network, and control network, imply that higher NFC individuals may exhibit better cognitive abilities, such as executive control, salient detection, spontaneous thought, and motivation function. Interestingly, only global flexibility acted as a mediator in the relationship between NFC and creative achievement, suggesting that the mediating mechanism may involve an interaction between distinct regions or large‐scale networks across the entire brain instead of the functional characteristic of local regions. Together, we demonstrate that the higher NFC is, the more flexible the brain, which may provide a potential insight into the acquisition of creative achievement.

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Section: Introductionmentioning

confidence: 99%

Brain flexibility associated with need for cognition contributes to creative achievement

Zhuang

Liu

et al. 2019

Psychophysiology

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“…According to the information-processing theory, the problem-focused nature of D-type EC should prove more useful in the late stage of the creative process. That is, individuals with higher D-type EC will be more motivated to develop more ideas in terms of idea evaluation and the implementation stage of practical performance (Hardy III et al, 2017). However, Hardy III et al (2017) reported that D-type EC (i.e., curiosity associated with deprivation factors) was found to be unrelated to creative performance when solving a complex marketing problem.…”

Section: Relationship Between Epistemic Curiosity and Creative Performentioning

confidence: 99%

“…Individuals with a high level of I-type EC curiosity are predisposed to seek out novelty because exposure to new information provides them with feelings of interest and excitement (Litman, 2005). Hardy III, Ness, and Mecca (2017) highlighted that this tendency "is well suited to early stage creative problem solving, which requires that individuals gather a wide range of information relevant to the problem that they can use in later stages of creative problem solving to generate and evaluate new ideas" (p. 231). Gajda, Beghetto, and Karwowski (in press) found more extended and exploratory interactions in the positive association classroom that would enhance the development or refinement of ideas.…”

Section: Relationship Between Epistemic Curiosity and Creative Performentioning

confidence: 99%

STEM in Fashion Design: The Roles of Creative Self-Efficacy and Epistemic Curiosity in Creative Performance

Hong¹,

Fan

2019

EURASIA J MATH SCI T

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Integrated learning of STEM (science, technology, engineering, and mathematics) has become a challenge in the field of technical education. To understand the effect of STEM learning, in this study, we first identified the components of STEM in relation to bag design, then asked students to learn STEM knowledge as they designed bags. In this context, we explored how learners' creative self-efficacy (CSE) related to two types of epistemic curiosity (EC) (i.e., interest type and deprivation type) and reflected the STEM knowledge they acquired and their creative performance (i.e., novelty, utility, and aesthetics). The data were subjected to confirmatory factor analysis with structural equation modeling. The results revealed that CSE was positively related to two types of EC, and knowledge acquired was positively related to creative performance. The indirect correlates between CSE and knowledge acquired, EC and creative performance, and CSE and creative performance were positively mediated by other constructs. The implication of this research is that integrating STEM into the study of fashion design can improve students' creative performance.

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“…Epistemic curiosity reflects the desire for knowledge, which motivates individuals to learn new ideas, close information gaps, and solve intellectual problems (Litman, 2008;Litman & Spielberger, 2003). It has been found to be positively related to EB, exploratory behaviour, complex problem-solving, and learning outcomes (e.g., Hardy, Ness, & Mecca, 2017;Litman, Hutchins, & Russon, 2005;Richter & Schmid, 2010). Although epistemic curiosity is considered a rather stable personality trait (e.g., Hardy et al, 2017), there is also evidence that it can be aroused by, for instance, participating in competitive hands-on activities in the domains of science and technology (Hong, Hwang, Szeto, Tai, & Tsai, 2016).…”

Section: Epistemic Curiositymentioning

confidence: 99%

“…It has been found to be positively related to EB, exploratory behaviour, complex problem-solving, and learning outcomes (e.g., Hardy, Ness, & Mecca, 2017;Litman, Hutchins, & Russon, 2005;Richter & Schmid, 2010). Although epistemic curiosity is considered a rather stable personality trait (e.g., Hardy et al, 2017), there is also evidence that it can be aroused by, for instance, participating in competitive hands-on activities in the domains of science and technology (Hong, Hwang, Szeto, Tai, & Tsai, 2016). Also, inquiry-based learning approaches have been described as potential ways to foster students' curiosity (Pluck & Johnson, 2011).…”

Section: Epistemic Curiositymentioning

confidence: 99%

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

Schiefer¹,

Golle²,

Tibus³

et al. 2019

Brit J of Edu Psychol

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Background. Further developing students' thinking about knowledge and knowing in science (epistemic beliefs) is considered a normative goal of science education in many countries around the world, even for elementary-school-aged children.Aims. The goal of the present study was to introduce and evaluate a new intervention in science education aimed at developing children's epistemic beliefs, epistemic curiosity, and investigative interests. The intervention included an inquiry-based learning approach as well as reflections on epistemic issues because these methods are currently seen as most promising for fostering students' epistemic beliefs.Sample. Data were collected from 65 elementary school children in Grades 3 and 4 (58.46% boys, age: M = 8.73, SD = 0.60) who participated in a voluntary extracurricular STEM enrichment programme in south-west Germany.Methods. We investigated the effectiveness of the intervention by applying a randomized block design with a treated control group and repeated measures. The effectiveness of the intervention was analysed via multiple linear regression analyses.Results. The results indicated that the children assigned to the intervention developed more sophisticated epistemic beliefs and a higher level of epistemic curiosity than the children assigned to the control condition. No intervention effects were found on investigative interests. Conclusions.The results provide initial evidence for the effectiveness of the intervention and demonstrate that it is possible to improve epistemic beliefs among elementary school children in Grades 3 and 4. The study provides a starting point for understanding how young children develop epistemic beliefs.Promoting student achievement and competencies in the STEM disciplines (Science, Technology, Engineering, Mathematics) is a cornerstone of current educational research and practice (OECD, 2016). Besides obtaining knowledge in these disciplines, it is also relevant for students to understand how such knowledge is generated. The respective key questions are as follows: Is our knowledge certain, or does it change over time? Do allThis is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance

Cited by 163 publications

References 44 publications

Brain flexibility associated with need for cognition contributes to creative achievement

Brain flexibility associated with need for cognition contributes to creative achievement

STEM in Fashion Design: The Roles of Creative Self-Efficacy and Epistemic Curiosity in Creative Performance

Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial

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