2024
DOI: 10.3389/feduc.2024.1440248
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The effects of assessment instruction and test anxiety on divergent components of creative problem-solving tasks

Victoria Prokofieva,
Fabien Fenouillet,
Margarida Romero

Abstract: IntroductionThis study looked at how an assessment instruction and test anxiety (TA) can influence divergent thinking (DT) components of creativity in a playful robotic problem-solving task.MethodsWe measured TA and creative performance (TD) under assessment and non-assessment conditions in 122 secondary students engaged in creative problem solving (CPS).ResultThe aspects of DT (fluidity and originality) showed a tendency to be impacted by assessment instruction. Thus, under non-assessment conditions, the lear… Show more

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