Metacognitively aware university students exhibit higher creativity and motivation to learn.

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F21%3A43896542" target="_blank" >RIV/44555601:13430/21:43896542 - isvavai.cz</a>

Alternative codes found

RIV/00216208:11210/21:10435605 RIV/00216208:11240/21:10435605

Result on the web

<a href="https://www.sciencedirect.com/science/article/pii/S1871187121001784?casa_token=8AyD-8suXmMAAAAA:lY_lwibmxAErOf99nhwcLVniN8IOWwABYLJitoNEFKSmEBr4bGgo7XWQSDHiTsKwRNvfwjEm6RA" target="_blank" >https://www.sciencedirect.com/science/article/pii/S1871187121001784?casa_token=8AyD-8suXmMAAAAA:lY_lwibmxAErOf99nhwcLVniN8IOWwABYLJitoNEFKSmEBr4bGgo7XWQSDHiTsKwRNvfwjEm6RA</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.tsc.2021.100963" target="_blank" >10.1016/j.tsc.2021.100963</a>

Result language

angličtina

Original language name

Metacognitively aware university students exhibit higher creativity and motivation to learn.

Original language description

The relationship between metacognition and intrinsic motivation and the relationship between intrinsic motivation and creativity are well established in the current research. However, little is known about the role of metacognition in extrinsic motivation and the results of correlational analyses between metacognition and creative outcomes are often contradictory. The aim of the present study was to explore the differences in learning motivation and creativity between students with different levels of metacognitive awareness. Three hundred and eighty-one university students completed the metacognitive awareness inventory (MAI) and academic motivation scale (AMS-C28), and performed four verbal creativity tasks (product improvement task, consequences task, unusual uses, and similarities test). A non-hierarchical cluster analysis identified two specific groups of participants based on their metacognitive awareness; students with higher levels (40,4% of participants) and lower levels (59,6% of participants) of reported metacognitive awareness. Students with higher levels of metacognitive awareness were more intrinsically and extrinsically motivated to learn and exhibited less amotivation (with a large effect size, ?p? = .21). Moreover, the metacognitively aware students achieved higher overall scores in creative thinking tasks (with a small effect size, ?p? = .03). The subsequent analyses of the individual creativity tasks identified significant differences in the product improvement task and similarities test, but not the consequences and unusual uses tasks.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Publication year

2021

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Thinking Skills and Creativity

ISSN

1871-1871

e-ISSN

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Volume of the periodical

neuveden

Issue of the periodical within the volume

42

Country of publishing house

NL - THE KINGDOM OF THE NETHERLANDS

Number of pages

42

Pages from-to

1-42

UT code for WoS article

000710803500005

EID of the result in the Scopus database

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