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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2021

Kód důvěrnosti údajů

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

Název periodika

Thinking Skills and Creativity

ISSN

1871-1871

e-ISSN

—

Svazek periodika

neuveden

Číslo periodika v rámci svazku

42

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

42

Strana od-do

1-42

Kód UT WoS článku

000710803500005

EID výsledku v databázi Scopus

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