Creative Cognition, Autonomous Learning, and Problem-Solving: A Mediation Model

Question

1. What research design was used in the study?

2. What is the Autonomous Learning Scale?

3. What were the results of the Turkish version of the creative cognition scale?

4. What are the two sub-dimensions of the Problem-Solving Style Questionnaire?

6. What is the mediating role of Autonomous Learning in the connection between Creative Cognition and Problem Solving?

Accepted Answer

The study used a descriptive research design, specifically the correlational survey model. This model aims to determine the relationship between two or more variables without establishing cause-effect relationships. It focuses on revealing relationships and differences between variables rather than measuring compliance with standards. In this study, the research design helped analyze the relationships found among the gifted and talented students' characteristics and their responses to the scales used in the classroom environment.

Accepted Answer

The Autonomous Learning Scale is a self-evaluation tool developed by Macaskill and Taylor (2010). It consists of 12 items divided into two sub-dimensions: Independent Learning and Study Habits. Participants rate their agreement or disagreement on a 5-point Likert scale. The scale provides an overall score for general autonomous learning. A pilot study with 214 university freshman psychology students was conducted. The scale has shown sufficient reliability, with an internal consistency coefficient of .83 for gifted students.

Accepted Answer

The Turkish version of the creative cognition scale showed an internal consistency coefficient of 0.71 for gifted students for the overall scale, indicating sufficient reliability. This was confirmed by Arslan & Unal in 2016. The scale was found to be unidimensional, as confirmed by confirmatory factor analysis in Study 2, which measured 696 students and related constructs. The scale's unidimensional nature was also supported by the removal of items from two of the six subscales in the scale development study by Moneta & Rogaten in 2015. The scale was created by selecting five items from the original 21-item scale, which was found to be unidimensional through explanatory factor analysis. An example item from the scale is 'I find effective solutions by combining multiple ideas.' Overall, the Turkish version of the creative cognition scale demonstrated reliability and a unidimensional structure, making it a valuable tool for assessing creative cognition in gifted students.

Accepted Answer

The Problem-Solving Style Questionnaire (PSSQ) developed by Romereo, Tepper, and Tetrault consists of two sub-dimensions: concreteness and reflection. Concreteness refers to the ability to focus on specific details and practical aspects of a problem, while reflection involves considering different perspectives and potential solutions. These sub-dimensions help assess an individual's problem-solving style and approach. The scale comprises 14 items in total, and various fit indices were examined to determine the model fit of the scale. The chi-square test, degree of freedom, and IFI value are used to evaluate the goodness of fit. An IFI value above 0.95 indicates a good fit, while values above 0.90 are considered acceptable. Similarly, TLI values above 0.95 show good agreement, while values above 0.90 are considered acceptable. These fit indices are crucial in assessing the reliability and validity of the Problem-Solving Style Questionnaire.

Accepted Answer

The study utilized Pearson correlational coefficient to examine the relationship between variables. Additionally, the Sobel test was employed to assess the statistical significance of mediation effects. To address multicollinearity in regression analysis, new variables were derived by subtracting predictor variables' scores from their mean values. Interaction effects were obtained through the multiplication of these new variables. Prior to regression analysis, assumptions necessary for regression were examined. Consequently, a Stepwise regression analysis was conducted to determine the predictive power of creative cognition and problem-solving on autonomous learning.

Accepted Answer

The objective of this research was to examine the mediating role of Autonomous Learning in the connection between Creative Cognition and Problem Solving. The study shows the significance of autonomous learning as a determiner of the relationship between autonomous learning and problem-solving. In today's advanced technological time, having improved reading, writing, or numeric skills is not enough. Individuals are expected to have both quantitative skills and reading comprehension skills to understand complex material. Therefore, it's important to teach higher-order skills to all students. Autonomous learning, problem-solving, and creative cognition are some of the concepts that have a significant influence on improving individuals' higher-order thinking skills. Gifted individuals represent the qualified members of society who have higher-order thinking skills. Teaching higher-order skills gain importance, especially in secondary school where students meet some complicated contextual elements. The creative cognition approach aims to supply extra power to basic cognitive examinations of creativity. At the core of creativity, there is the idea of 'innovation'. Being creative requires producing or thinking about something new. According to the learner-centered self-access perspective, taking one's own responsibility means that the learner is the representative of his/her own learning. Autonomous learners can transfer the information they have learned in a teacher-centered educational context into broader contexts. Derrick defined autonomous learning as 'the process in which the learner deliberately makes decisions in setting goals, making plans, and taking responsibility for action in a learning situation'. Autonomous learning forms the behavior-related part. Student autonomy has many personal qualities that affect autonomous learning. The current study has valuable data that contributes to the literature, but it also has limitations, such as a small study group and data collected via self-assessment tools. Future studies should include participants with a larger age range and from different cultural backgrounds. The results of this study show the significance of autonomous learning as a determiner of the relationship between autonomous learning and problem-solving, but further research is needed to establish causality and support quantitative findings with qualitative findings.

Creative Cognition, Autonomous Learning, and Problem-Solving: A Mediation Model

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Most frequently asked questions

1. What research design was used in the study?

2. What is the Autonomous Learning Scale?

3. What were the results of the Turkish version of the creative cognition scale?

4. What are the two sub-dimensions of the Problem-Solving Style Questionnaire?

5. What statistical methods were used in the study?

6. What is the mediating role of Autonomous Learning in the connection between Creative Cognition and Problem Solving?

Citations

Developing Creative Potential in School Children through Museums as Cultural Institutions: A Case Study in Madrid, Spain

References

The Modern Practice of Adult Education: From Pedagogy to Andragogy

Creative Cognition: Theory, Research, and Applications

Education and learning to think.

Defying the Crowd: Cultivating Creativity in a Culture of Conformity

Implications of a Systems Perspective for the Study of Creativity

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