Predictive Pattern of Mathematics Self-Regulation Strategies for Dimensions of Creativity among the Students of Schools for Special Talents, Public Schools for High Achieving Students, and Regular Public Schools
Author(s):
Abstract:
Introduction
According to Guilford (1967) the most important concept in understanding creativity is divergent thinking. Guilford specified fluency, flexibility, originality, and elaboration as being abilities that are necessary elements of divergent thinking. To generate a large amount of ideas is fluency. Flexibility is a mental ability which is defined as generating many types of ideas by shifting easily from one class of mental associations to another. Producing ideas that are unique or infrequent is considered as originality. Elaboration is the ability to extend an idea beyond the initial thought. Renzulli (1982) stated that gifted behavior reflects an interaction among three basic clusters of human traits: above average general or specific abilities, high levels of task commitment, and high levels of creativity. Sternberg and Grigorenko (2002) believed that creative work requires applying and balancing analytical, synthetic, and practical abilities. According to cognitive information processing theory self-regulation is conceptually defined as an active, constructive, and cognitive process (Wolters, Pintrich, & Karabenick, 2003). The key concept in self-regulation is mental mediation. This means learning is an active process which is regulated by the conscious mind.The purpose of the present study was to investigate the predictive pattern of mathematics self-regulation strategies for dimensions of creativity among the students of schools for special talents, public schools for high achievers, and regular public schools.Research questions: 1- Is there a relationship between mathematics self-regulation strategies and dimensions of creativity?2- To what extent are dimensions of creativity predicted by self-regulation strategies?
Methods
Participants: A sample of 507 first year high school students (259 girls and 248 boys) with the age mean of 15 years and 6 months, and standard deviation of 8 months were selected from schools for special talents, public schools for high achieving students, and regular public schools by the use of stratified-cluster sampling. Instruments: Mathematics Self-Regulating Scale (Seif, 2011) and Multiple-Choice Paper-Pencil Questionnaire of Creativity (Abedi, 2002) were used as measuring instruments. The components of MSRS were general learning strategies, specific strategies for math problem solving, and meta-cognitive strategies. Fluency, elaboration, originality, and flexibility were four dimensions of Multiple-Choice Paper-Pencil Questionnaire of Creativity. Previous investigations in Iran have revealed the validity and reliability of these instruments.
Results
The results showed positive correlations between the components of mathematics self-regulation strategies and dimensions of creativity (r=0.15 to r=0.43, p<0.01). Multiple regression analysis revealed that specific problem solving strategies (β=0.31, p<0.0001) and meta-cognitive strategies (β=0.31, p<0.0001) are important predictors of fluency. Also, flexibility was predicted by specific problem solving strategies (β=0.22, p<0.002) and meta-cognitive strategies (β=0.20, p<0.008). The most important predictor of originality was specific problem solving strategies (β=0.32 p<0.0001). Elaboration was only predicted by the specific strategies (β=0.36 p<0.0001). In addition, students of schools for special talents and public schools for high achieving students, compared to regular public schools, students, showed more fluency and flexibility in thinking.
Conclusion
General learning strategies which represent more simple and surface information processing strategies (for example, rehearsal), did not predict elaboration and originality. Using these general strategies negatively predicted fluency and flexibility. In contrast, more complex and high level information processing strategies (for example, specific problem solving and meta-cognitive strategies) were important predictors of creativity. The findings of the present study confirm the cognitive approach of creativity (Sternberg & Grigorenko, 2002) which proposes that creative work requires applying and balancing analytical, synthetic, and practical abilities. Also these findings agree with cognitive information processing theory. According to this theory, the key concept of self-regulation is mental mediation (Wolters et al., 2003). Therefore, self regulation is an active mental process which is necessary for creative thinking in mathematics learning among the gifted and high achiever students.
Language:
Persian
Published:
Studies in Learning & Instruction, Volume:4 Issue: 1, 2012
Page:
51
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