Psychosocial Factors and Elementary Students’ Creative Thinking in Thailand
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Published:
Dec 6, 2018
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Keywords: Creative thinking, parenting, psychosocial factors, school engagement, administrators
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Abstract
This quantitative research was conducted to investigate the relationships between psychosocial factors [Learning Achievement (LA), Achievement Motivation (AM), Social Support from Family (SSFa), Social Support from Friends (SSFs), Social Support from School (SSS), Supportive Parenting Style (SPS), Reasoning Parenting Style (RPS) and Authoritarian Parenting Style (APS)], and students’ creative thinking. The respondents consisted of 400 students randomly sampled from a population of 1st grade to 6th grade students in 10 municipal schools in Nakhon Ratchasima, Thailand. Data were gathered with the Torrance Tests of Creative Thinking and a questionnaire. The study noted that enhanced creative thinking could be achieved through SPS and RPS. On the contrary, APS showed a negative correlation at the 0.01 level of significance. The female mean score was higher than the male mean score. It was also found that SSS and AM could be used to predict and promote creative thinking levels among grade 1-6 students. It is prudent to iterate that, to cultivate creative thinking in students in grade 1 – 6 (especially for Thai kids), parents are encouraged to use SPS and RPS. Schools should educate parents on SPS and RPS, and engage students in activities that will make them think creatively.
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Research Articles
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References
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Runco, M. (2008). Commentary: Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity and the Arts, 2(2), 93-96.
Seltzer, K. & Bentley, T. (1999). The creative age: Knowledge and skills for the new economy. London: Demos.
Shaheen, R. (2010). Creativity and education. Creative Education, 1(3), 166-169.
Sparks, S. (2011). ‘Experts Zero in on Non-Academic Skills Needed for Success.’ Education Week, 30(15), 12.
Steinmayr, R. & Spinath, B. (2009). The importance of motivation as a predictor of students. Learning and Individual Differences, 19(1), 80-90.
Sternberg, R. (1998). Handbook of human creativity. Cambridge: CUP.
The Research Advisors. (2006). Sample Size Table. Retrieved from http://research-advisors.com/tools/ SampleSize.htm
Weisberg, R. (2006). Expertise and reason in creative thinking: Evidence from case studies and the laboratory. In J. Baer (Ed.), Creativity and reason in cognitive development. (pp. 7-42). New York, US: Cambridge University Press.
Yuchalern, B. (2008). A Study of Relationships between Learning Environment and Personal Factors and Scientific Creativity of Grade Six Students in Bangkok. Unpublished master's thesis, Srinakharinwirot University, Bangkok, Thailand.
Bunnag, S. (2010). English skills receive a boost. Bangkok Post, 16(189), 10. Retrieved from https://www. bangkokpost.com/learning/news/185082/english-skills-receive-boost
Chan, D. & Chan, L. (2007). Creativity and drawing abilities of Chinese students in Hong Kong: Is there a connection? New Horizons in Education, 55(3), 77-94.
Chen, L. (2008). Theories and practices of teaching for creative thinking. Taipei, Taiwan: Psychological Publishing.
Cheng, V. (2010). Tensions and dilemmas of teachers’ creativity reform in a Chinese context.’ Thinking Skills and Creativity, 5(6), 120-137. Retrieved from https://doi:10.1016/j.tsc.2010.09.005.
Clouder, L., Oliver, M. & Tait, J. (2008). Embedding CETLs in a performance-oriented culture in higher education: Reflections on finding creative space. British Educational Research Journal, 34(5), 635-650. Retrieved from https://www.learntechlib.org/p/102005/.
Craft, A. (2001). An analysis of research and literature on creativity in education. Qualifications and Curriculum Authority, 51(2), 1-37.
Craft, A. (2013). Childhood, possibility thinking and education futures. International Journal of Educational Research, 61(4), 126-134. Retrieved from http://dx.doi.org/10.1016/j.ijer.2013.02.005
Craft, A., Cremin, T. & Burnard, P. (Eds.) (2008). Creative learning 3-11: And how we document it. Stoke-on-Trent: Trentham Books. Retrieved form http://journals.sagepub.com/doi/abs/10.1177/146879840 8101106?journalCode=ecla
Craft, A., Cremin, T., Burnard, P., Dragovic, T. & Chappell, K. (2012). ‘Possibility thinking: Culminative studies of an evidence-based concept driving creativity?’ International Journal of Primary Education, Elementary and Early Years Education 3-13, 41(5), 538-556. Retrieved from https://doi.org/10.1080/03004279. 2012. 656671
Crawford, V. & Brophy, S. (2006). Adaptive expertise: Theory, methods, findings, and emerging issues. Retrieved from http://ctl.sri.com/publications/downloads/AESymposiumReport Oct06.pdf
Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York: Harper-Collins.
Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(11), 405-432. Retrieved from https://www.casel.org/wp-content/uploads/2016/06/ meta-analysis-child-development-1.pdf
Ericsson, K. (1998). The scientific study of expert levels of performance: General implications for optimal learning and creativity. High Ability Studies, 9(1), 75-100.
Hallinger, P. & Lee, M. (2011). A decade of education reform in Thailand: Broken promise or impossible dream? Cambridge Journal of Education, 41(2), 139-58. Retrieved from http://dx.doi.org/10.1080/ 0305764X.2011.572868
Hatano, G. (1982). Cognitive consequences of practice in culture specific procedural skills. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(1), 15-18.
Hatano, G. & Inagaki, K. (1986). Two courses of expertise. In H. W. Stevenson, H. Azuma & K. Hakuta (Eds.), Child development and education in Japan (pp. 262-272). New York, US: W. H. Freeman/Times Books/Henry Holt & Co.
Jackson, N., Oliver, M., Shaw, M. & Wisdom, J. (2006). Developing creativity in higher education: An imaginative curriculum. London, England: Routledge.
Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skill and Creativity, 5(1), 1-15.
Karpova, E., Marcketti, S. & Barker, J. (2011). ‘The efficacy of teaching creativity: Assessment of student creative thinking before and after exercises. Clothing and Textiles Research Journal, 29(1), 52-66.
Kaufman, J. & Baer, J. (2012). Beyond new and appropriate: Who decides what is creative? Creativity Research Journal, 24(1), 83-91.
Kaufman, J. & Sternberg, R. (Eds). (2006). The international handbook of creativity. New York, USA: Cambridge University Press.
Kaufman, J., Niu, W., Sexton, J. & Cole, J. (2010). ‘In the eye of the beholder: Differences across ethnicity and gender in evaluating creative work. Journal of Applied Social Psychology, 40(2), 496-511.
Lee, J. & Shute, V. (2010). Personal and social-contextual factors in K-12 academic performance: An integrative perspective on student learning. Educational Psychologist, 45(3), 185-202.
Liu, L. (2007). The relationship between creativity, drawing ability and visual/spatial intelligence: A study of Taiwan’s third-grade children. Asia Pacific Education Review, 8(3), 343-352.
McGoldrick, C. (2002). Creativity and curriculum design: What do academics think? Commissioned Imaginative Curriculum Research Study. LTSN June 2002. Retrieved from http://www.ltsn.ac.uk/genericcentre.
Merrell, K. & Gueldner, B. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York, USA: Guilford.
Michalko, M. (2011). Creative thinkering: Putting your imagination to work. Novato: New World Library.
Ministry of Education. (2018). National Education Information System. Retrieved from http://www.mis.moe. go.th/mis2015/index.php?option=com_content&view=article&id=141&Itemid=241
Negus, K. & M. Pickering. (2004). Creativity, communication and cultural value. London: SAGE Publications.
Nejad, B., Jenaabadi, H., Ghafarshuja, N. & Heydaribisafar, H. (2015). Study of the relationship between parenting attitude of youth fostering and creativity among students of universities. Journal of Behavioral and Brain Science, 5(4), 148-156.
Office of the Education Council: ONEC. (2018). Thai Education for the Year 2556/2560 Reform of Thai Education for Thailand 4.0. Bangkok, Thailand: Office of the Education Council Press.
Pianta, R. (2011). Teaching children well: New evidence-based approaches to Teacher professional development and training. Washington, DC: Center for American Progress.
Pimpa, N. (2011). Strategies for higher education reform in Thailand. Higher Education in the Asia-Pacific, 36, 273-289.
Plucker, J., & Beghetto, R. (2004). Why Creativity Is Domain General, Why It Looks Domain Specific, and Why the Distinction Does Not Matter. In R. J. Sternberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 153-167). Washington, DC, US: American Psychological Association.
Pudtaseat, P. (2008). Evidence of Construct Validity and Reliability of the Achievement Motivation Scales with Different Formats for Third Class Range Students in Schools under Bangkok Educational Service Area Office 1. Unpublished master's thesis, Srinakharinwirot University, Bangkok, Thailand.
Richards, R. (2007). Everyday creativity: Our hidden potential. In R. Richards, & R. Richards (Eds.), Everyday creativity and new views of human nature: Psychological, Social, and Spiritual Perspectives (pp. 25-53). Washington, DC US: American Psychological Association.
Runco, M. (2008). Commentary: Divergent thinking is not synonymous with creativity. Psychology of Aesthetics, Creativity and the Arts, 2(2), 93-96.
Seltzer, K. & Bentley, T. (1999). The creative age: Knowledge and skills for the new economy. London: Demos.
Shaheen, R. (2010). Creativity and education. Creative Education, 1(3), 166-169.
Sparks, S. (2011). ‘Experts Zero in on Non-Academic Skills Needed for Success.’ Education Week, 30(15), 12.
Steinmayr, R. & Spinath, B. (2009). The importance of motivation as a predictor of students. Learning and Individual Differences, 19(1), 80-90.
Sternberg, R. (1998). Handbook of human creativity. Cambridge: CUP.
The Research Advisors. (2006). Sample Size Table. Retrieved from http://research-advisors.com/tools/ SampleSize.htm
Weisberg, R. (2006). Expertise and reason in creative thinking: Evidence from case studies and the laboratory. In J. Baer (Ed.), Creativity and reason in cognitive development. (pp. 7-42). New York, US: Cambridge University Press.
Yuchalern, B. (2008). A Study of Relationships between Learning Environment and Personal Factors and Scientific Creativity of Grade Six Students in Bangkok. Unpublished master's thesis, Srinakharinwirot University, Bangkok, Thailand.