Developing a Structural Model for Idea Generation in Architecture Education with Creativity Styles and Metacognitive Skills and the Mediating Role of Learning Strategies

The aim of this study was to predict idea generation in architecture through creativity styles and metacognitive skills and to test the mediating role of learning strategies. The present study was a correlational structural equation model. The statistical population of this study included all architecture students of Hamadan Girls' Technical and Vocational University totaling 600 students in the academic year 2020-2021. It is noteworthy that the sampling method used took into consideration the coronavirus epidemic conditions and 126 students were selected according based on available methods. In order to collect data, O'Neill and Abedi's state metacognition questionnaires, Weinstein's and Palmer's learning strategies, Kerton's creativity styles and the researcher's idea evaluation test were used. Structural equation modeling was used to analyze the data. The results showed that the model had a good fit with the research data. Metacognitive skills and creative styles, both directly and indirectly through learning strategies, have a positive and significant effect on student's idea generation. It is recommended to the practitioners of architectural education that in order to teach the design process to students, attention should be paid to learning strategies, creative styles of people, and the ability to metacognize a state related to design.