RESUMO
The purpose of this study was to explore the relationship between mind wandering, metacognition, and creativity in a sample of Chilean high school students. Two hundred and twenty-eight secondary students took three self-report scales on mind wandering, metacognitive strategies and reading difficulties, two verbal creativity assessments, a test of fluid intelligence and a measure of attentional capacity. Correlational analysis, a single multiple hierarchical regression, and a three-way moderation model were performed on data. Controlling for fluid intelligence and reading difficulties, metacognition and attention predicted creativity while mind wandering did not. Additionally, a three-way interaction showed that mind wandering had a positive impact on creativity only among students with both high attention and high metacognition. These results reflect the relevance of cognitive self-regulation for creativity during the high school years. Educational implications are discussed.
RESUMO
This paper presents the results of an observational study developed on lessons taught by 128 teachers for a national teaching assessment program in Chile and whose practice was identified as outstanding. Specifically, we studied which strategies teachers used to promote students' self-regulation and autonomy during segments involving teacher-led public talk, student-led public talk, shared engagement, and private work. Additionally, we examined whether the instructional practices targeting self-regulation that occur throughout these segments can be accounted for based on two overall dimensions of teacher practices, namely one of promotion of metacognition and one of promotion of motivation. During public segments, teachers encouraged student participation; during private work segments, teachers offered clues for problem solving. Thus, there was a stronger focus on motivational regulation instructional strategies during public segments and on metacognitive instructional strategies during private ones. A confirmatory factor analysis supported the hypothesis of two distinctive but related factors behind the observed self-regulation promotion strategies, one motivational, and one cognitive.
Assuntos
Cognição , Matemática/educação , Metacognição , Motivação , Autonomia Pessoal , Instituições Acadêmicas , Autocontrole/psicologia , Ensino , Adolescente , Criança , Chile , Feminino , Humanos , MasculinoRESUMO
We review recent research about the development of creativity in South America focusing on studies of individual differences in creativity and educational and developmental studies of children and adolescents' creativity. Most South American researchers are influenced by mainstream psychometric approaches, although computational and cultural approaches are also considered. Two main areas of inquiry are: (a) the relationship between creativity and other constructs, and (b) the structural and cultural inhibitors of creativity in school. Studies conducted beyond the school shed light on the role resilience has in fostering creativity. The lack of studies testing interventions aimed at promoting creativity is concerning. There is also a surprising lack of observational studies related to the pedagogy of creativity. Last but not least, there is a need to advance research on other factors, in addition to the educational ones, that may play a role in fostering creativity in South America.
Assuntos
Desenvolvimento do Adolescente , Desenvolvimento Infantil , Criatividade , Instituições Acadêmicas , Adolescente , Criança , Humanos , América do SulRESUMO
The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination. Research on violence suggests that, although there are variations within countries, school climate is an area of concern. Intervention work, still limited, is necessary considering the incidence of violence in the classrooms. Research on learning showed that most classrooms adhere to a very conventional pedagogy. There is a need to advance on international comparisons across all themes. Similarly, there is a need to go beyond the description of classroom dynamics to test educational interventions that may shed light on ways to improve educational performance, to decrease school violence, and to promote diversity within the classroom. Notwithstanding its limitations, the research here reviewed provides clear evidence of the relevant role that classroom experiences play in human development. In addition to their essential role in schooling, classrooms are the settings where processes related to peer relations, identity formation, and socioemotional development unfold.