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

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50101 - Psychology (including human - machine relations)

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

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

1878-0423

Svazek periodika

52

Číslo periodika v rámci svazku

červen

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

11

Strana od-do

101541

Kód UT WoS článku

001238624200001

EID výsledku v databázi Scopus

2-s2.0-85192092878