Students� Assessment of Their Teachers� Encouragement in the Classroom for the Promotion of Creativity

Sarsani, Mahender Reddy

doi:10.26634/jpsy.1.1.460

Cited by 4 publications

(4 citation statements)

References 6 publications

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“…Conversely, prior studies have demonstrated that teachers' verbal encouragement enhanced students' performance on difficult tasks (Guéguen, Martin, & Andrea, 2015). In addition, one study indicated that creative students engaged in more favorable behaviors when there was teacher encouragement than did students who lacked creativity (Sarsani, 2007). Therefore, teacher facilitation may encourage students during the process.…”

Section: Sum Of Squaresmentioning

confidence: 93%

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

Ülger¹

2018

Interdisciplinary Journal of Problem-Based Learning

257

142

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Section: Sum Of Squaresmentioning

confidence: 93%

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

Ülger¹

2018

Interdisciplinary Journal of Problem-Based Learning

257

142

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“…There are several explanations for these results. First, guidance and encouragement from progenitors and teachers are critical in education and child development (Case & Deaton, 1999;Davis-Kean, 2005;Hango, 2007;Sarsani, 2007;Vuong et al, 2021). With sufficient guidance and encouragement from parents and teachers, students will be provided with the necessary inputs, conditions, and incentives to continue and improve the effectiveness of their self-learning process, improving the likelihood of generating creative ideas.…”

Section: Discussionmentioning

confidence: 99%

Exploring contributors to Vietnamese high school students’ digital creativity through the information process perspective

Nguyen¹,

Jin²,

Hoang³

et al. 2023

Preprint

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Given that the digital environment has been a part of human society and the global economy is transitioning from a knowledge-based to a creative economy, digital creativity has been a crucial factor for economic growth and personal success. The current study explores factors contributing to digital creativity cultivation among Vietnamese high-school students through the lens of the Serendipity-Mindsponge-3D (SM3D) knowledge management framework. Employing Bayesian Mindsponge Framework (BMF) analytics on UNESCO’s dataset of 1061 observations, we found that digital capability and digital openness have positive impacts on the improvement of digital creativity among high-school students. Students’ autonomous learning is also associated with digital creativity, but the effect is moderated by parents' and teachers' encouragement. Specifically, for students frequently receiving parents’ and teachers’ encouragement to learn and explore on the Internet, their self-learning is associated with higher digital creativity. For those with no or limited parents’ and teachers’ encouragement, self-learning is associated with lower digital creativity. Based on these findings, we suggest that digital creativity can be cultivated by enhancing their capability of using digital devices, openness to new information sources on the Internet platform, and autonomous learning with encouragement from family and school.

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“…Galfoord, et al (2015) stated that the PBL model can help students adapt to their learning environment. In addition, the results of other studies showed that students' creative thinking abilities can be optimal when there is support and motivation from the teacher (Sarsani, 2007). Therefore, motivation and form of teacher support during the learning process are needed.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of problem-based learning model in empowering creative thinking ability of elementary school students

Rasimin¹,

Ma'mun²

2021

Mudarrisa

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This study aimed at determining the effectiveness of the Problem Based Learning (PBL) model in empowering the creative thinking skills of elementary school students in Pagergunung Ulujami Pemalang in social studies (IPS) learning. The research population was all fifth graders of the elementary school in Pagergunung Ulujami, Pemalang Regency, the sample of this study was taken using quasi-experimental, while data collection technique used pre-test and post-test techniques on students' creative thinking abilities. Meanwhile, the statistical test analysis technique used the proportion test and the difference between the two proportions. The results showed a significance level of 5%. The conclusions of the study are: (1) PBL model is effective in the aspect of students' creative thinking abilities, but less effective in the aspect of problem-solving abilities in IPS learning, (2) PBL model is more effective than conventional learning in both students' creative thinking and problem-solving ability.

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Students� Assessment of Their Teachers� Encouragement in the Classroom for the Promotion of Creativity

Cited by 4 publications

References 6 publications

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education

Exploring contributors to Vietnamese high school students’ digital creativity through the information process perspective

Effectiveness of problem-based learning model in empowering creative thinking ability of elementary school students

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