“I know my idea is original!” Creative metacognitive monitoring and regulation in kindergarten children

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F68081740%3A_____%2F24%3A00585694" target="_blank" >RIV/68081740:_____/24:00585694 - isvavai.cz</a>

Result on the web

<a href="https://www.sciencedirect.com/science/article/pii/S1871187124000798?via%3Dihub" target="_blank" >https://www.sciencedirect.com/science/article/pii/S1871187124000798?via%3Dihub</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.tsc.2024.101541" target="_blank" >10.1016/j.tsc.2024.101541</a>

Result language

angličtina

Original language name

“I know my idea is original!” Creative metacognitive monitoring and regulation in kindergarten children

Original language description

The present study examined the relationship between kindergarteners’ creative performance, global metacognitive monitoring (i.e., the ability to self-evaluate their overall creative performance) and metacognitive regulation (i.e., the ability to select their most original idea). Prior research established a positive correlation between metacognitive accuracy in global selfevaluation and creativity in adults, but little is known about how these relate to idea selection in younger populations. The study involved fifty 4- to 6-year-olds who completed two creativity tasks (an Unusual Uses Task and a Product Improvement Task) and selected their most original idea for each. The results showed a moderate correlation between the children’s ability to select their most original ideas for the two tasks, which suggests that metacognitive skills are transferable within the domain of creativity already at this age. Additionally, there was a moderate-tostrong trend in children capable of accurately identifying original ideas and the ability to perform more creatively, which is in line with previous findings in adults. Furthermore, children who displayed higher metacognitive accuracy in global self-evaluation were also better at metacognitive regulation, i.e., they were better capable of selecting their most original idea. However, even the children who performed best in idea selection tended to overestimate their overall creative performance. The study provides insights into the early development of creative metacognitivenmonitoring and regulation, and suggests potential implications for fostering creativity in education.

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

—

OECD FORD branch

50101 - Psychology (including human - machine relations)

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2024

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

1878-0423

Volume of the periodical

52

Issue of the periodical within the volume

červen

Country of publishing house

GB - UNITED KINGDOM

Number of pages

11

Pages from-to

101541

UT code for WoS article

001238624200001

EID of the result in the Scopus database

2-s2.0-85192092878