The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics

Date

2015-10-02

Author

Erbaş, Ayhan Kürşat

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

234
views

0
downloads

The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and consciousness were significantly correlated with creative ability in mathematics, extraversion, agreeableness, and neuroticism were not correlated with the creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability.

Subject Keywords

Psychology (miscellaneous), Visual Arts and Performing Arts, Developmental and Educational Psychology

URI

https://hdl.handle.net/11511/48774

Journal

CREATIVITY RESEARCH JOURNAL

DOI

https://doi.org/10.1080/10400419.2015.1087235

Collections

Department of Mathematics and Science Education, Article

Suggestions

OpenMETU
Core

The relationship between vicarious experience, social persuasion, physiological state, and chemistry self-efficacy: The role of mastery experience as a mediator Çapa Aydın, Yeşim; Kondakçı, Esen (Wiley, 2018-12-01) Using social cognitive theory as a theoretical framework, the current study examined the mediating role of mastery experience between other sources (vicarious experience, social persuasion, and physiological state) and chemistry self-efficacy for cognitive skills, which can be defined as students' beliefs in their capabilities to successfully perform intellectual operations in chemistry. Data were collected from 397 high school students through the High School Chemistry Self-Efficacy Scale and Sources of Se...
The comparative effects of prediction/discussion-based learning cycle, conceptual change text, and traditional instructions on students’ genetics understanding and self-regulated learning Yılmaz, Diba; Öztekin, Ceren; Department of Educational Sciences (2007) The purpose of this study was to investigate the comparative effects of prediction/discussion-based learning cycle (HPD-LC), conceptual change text (CCT), and traditional instructions (TI) on 8th grade students’ understanding of genetics concepts and on their perceived motivation and perceived use of learning strategies. This study was carried out during 2006-2007 fall semester at a public elementary school in Ankara. A total of eighty-one 8th grade students from three intact classes were involved in the qu...
The use of episodic and semantic memory systems in classroom context regarding time delay and college experience level Elibol-Pekaslan, Nur; Şahin Acar, Başak (Wiley, 2018-11-01) This study aimed to examine freshmen and senior college students' episodic and semantic memory use in classroom context regarding short and long time delays and college experience level. Data were collected in 2014 and 2017, right after students' final exams (T1) and 5 weeks later (T2). Students were given exemplar questions from their final exams and asked whether they remembered a specific learning episode (episodic memory), if they knew the information (semantic memory), or they guessed the answer while ...
The Role of Gender, Attachment Dimensions, and Family Environment on Loneliness Among Turkish University Students Demirli, Aylin; Demir, Ayhan Gürbüz (Cambridge University Press (CUP), 2014-06-01) The purpose of the present study was to investigate the predictive value of gender, attachment dimensions and family environment in explaining loneliness among students. The study included 473 students (281 females, 192 males) from Ankara University. The UCLA Loneliness Scale, Family Environment Assessment Scale and Experiences in Close Relationships - Revised Questionnaire were administered to all participants. The results of the regression analyses demonstrated that the avoidance dimension of attachment a...
The effect of a cognitive behavioral group counseling program on the learned resourcefulness level and automatic thought patterns of elementary school students Güloğlu, Berna; Aydın, Gül; Department of Educational Sciences (2006) THE PURPOSE OF THE STUDY WAS TO INVESTIGATE THE EFFECT OF A COGNITIVE BEHAVIORAL GROUP COUNSELING PROGRAM ON THE LEARNED RESOURCEFULNESS LEVEL AND AUTOMATIC THOUGHT PATTERNS OF FIFTH GRADE ELEMENTARY SCHOOL STUDENTS. THE STUDY CONSISTS OF TWO PHASES. IN THE FIRST PHASE, CHILDREN'S VERSION OF SELF-CONTROL (C-SCS) AND COGNITIVE TRIAD INVENTROY FOR CHILDREN (CTI-C) WERE GIVEN TO 232 FIFTH GRADE STUDENTS IN TWO ELEMENTARY SCHOOLS IN ANKARA. THE DIFFERENCES AMONG THE AUTOMATIC THOUGHT PATTERNS (CTI-C) OF THE STU...

Citation Formats

A. K. Erbaş, “The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics,” CREATIVITY RESEARCH JOURNAL, pp. 299–307, 2015, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/48774.