Article abstract

Journal of Educational Research and Reviews
Research Article | Published April 2024 | Volume 12, Issue 4 pp. 68-76.
 doi: https://doi.org/10.33495/jerr_v12i4.24.103

 

The effect of thinking styles on creative personality traits of pre-service teachers

 

 

Asude BALABAN DAĞAL


 Email Author

Department of Preschool Education, Atatürk Education Faculty, Marmara University, Turkiye.

 

……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...
Citation: DAĞAL AB (2024). The effect of thinking styles on creative personality traits of pre-service teachers. J. Edu. Res. Rev. 12(4):68-76. doi: 10.33495/jerr_v12i4.24.103.
……..…....….....…………............……………..........…..……….........................……………………...............……………………………….....………………...

 

 

 Abstract 

 

This study aims to evaluate the predictive effects of creative personality traits on thinking styles. In addition to this main purpose, the demographic characteristics of pre-service teachers (gender, grade level, socio-economic level) and their differences in creative personality traits and thinking styles were also analysed. The comparative relational survey model, one of the quantitative research methods, was used in the study. In this study, the snowball sampling method was preferred to reach the individuals attending university in Istanbul and who have not graduated yet and will work with children in early childhood. 186 pre-service teachers participated in the study. 91.4% of the participants were female and 8.6% were male. The ages of the participants ranged between 18 and 49, with an average age of 22.41. "Sternberg-Wagner Thinking Styles Scale" and "Creative Personality Traits Scale" were used as data collection tools. The study analyzed the effect of thinking systems on creative personality traits with a "stepwise" regression model. As a result, it was found that "global", "judicial", "monarchical" and "conservative" dimensions were effective on "goal orientation"; "Liberal" and "Executive" dimensions were effective on "intrinsic motivation"; "Global" and "Legislative" dimensions were effective on "self-confidence" and "Liberal" dimension was effective on "risk-taking".

 

Keywords  Creative personal traits   thinking styles   pre-service teachers 

 

Copyright © 2024 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

References 


Abolghasem P, Dehghankar L, Jafarisani M, Badiee S, Tatari M, Khalafi A (2016). Studying the Association between Thinking Styles and Creativity among Students. J. Hum. Soc. Sci., 5:1-7. https://doi.org/10.20286/NOVA-JHSS-050202.

Adeoya AA, Adeleye AO, Egawa S (2021). Psychological factors as predictor of sport participation among Japanese and foreign students in Sendai, Japan. Sport Psychology in Sports, Exercise and Physical Activity. IntechOpen eBooks. https://doi.org/10.5772/intechopen.99244.

Adler PS, Chen CX (2011). Combining Creativity and Control: Understanding Individual Motivation in Large-Scale Collaborative Creativity. https://ssrn.com/abstract=1471341 or  http://dx.doi.org/10.2139/ssrn.1471341.

Ayyildiz P, Yilmaz A (2021). ‘Moving the Kaleidoscope’ to see the effect of creative personality traits on creative thinking dispositions of preservice teachers: The mediating effect of creative learning environments and teachers’ creativity fostering behavior. Thinking Skills Creat., 41:100879-100810. 100879. https://doi.org/10.1016/J.TSC.2021.100879.


Bapoğlu, S. (2010). Üstün ve normal çocukların yaratıcı ve eleştirel düşünme düzeylerinin incelenmesi. Yayınlanmamış yüksek lisans tezi. İstanbul üniversitesi sosyal bilimler enstitüsü.

Barron F, Harrington D (1981). Creativity, Intelligence, and Personality. Annual Review of Psychology, 32, 439-476. https://doi.org/10.1146/ANNUREV.PS.32.020181.002255.

Bekman M (2022). Quantitative Research Method in Public Relations: Relational Survey Model. Meriç Uluslararası Sosyal ve Stratejik Araştırmalar Dergisi. https://doi.org/10.54707/meric.1143322.

Bellamy RP (2001). Liberalism: Impact on Social Science. International Encyclopedia of the Social & Behavioral Science. Polity Press Cambridge, UK.

Buluş M (2006). Assessment of Thinking Styles Inventory, Academic Achievement and Student Teacher’s Characteristics. Education and Science, 31(139):35-48.

Bozkurt Ö (2007). Girişimcilik eğiliminde kişilik özelliklerinin önemi. Girişimcilik ve kalkınma dergisi, 1(2): 93-111.

Brase GL (2014). The nature of thinking, shallow and deep. Front. Psychol., 5:1-7.

Chávez-Eakle R, Lara M, Cruz-Fuentes C (2006). Personality: A Possible Bridge between Creativity and Psychopathology?. Creat. Res. J., 18:27-38.

Cherp A, Vinichenko V, Jewell J, Brutschin E, Sovacool B (2018). Integrating techno-economic, socio-technical and political perspectives on national energy transitions: A meta-theoretical framework. Energy Res. Soc. Sci., 37:175-190.

Cook DA, Artino AR (2016). Motivation to learn: an overview of contemporary theories. Med Educ., 50: 997-1014.

Crow SR, Henning JA (2021). Designing Lessons and Programs that Motivate Students. School Libraries Worldwide, 26(2):1-13. https://doi.org/10.29173/slw8257.

Fan J, Zhang F (2014). The role of perceived parenting styles in thinking styles, Fan J, Zhang F (2014). The role of perceived parenting styles in thinking styles, Learning and Individual Differences, 32:204-211. https://doi.org/10.1016/j.lindif.2014.03.004.

Feist G (1998). A Meta-Analysis of Personality in Scientific and Artistic Creativity. Personality and Soc. Psychol. Rev., 2:290-309. https://doi.org/10.1207/s15327957pspr0204_5.

Fox J, Cooper RP, Glasspoo DW (2013). A Canonical theory of dynamic decision-making. Front. Psychol., 4:1-19.
Grigorenko E, Sternberg R (1997). Styles of Thinking, Abilities, and Academic PerfGrigorenko E, Sternberg R (1997). Styles of Thinking, Abilities, and Academic Performance. Exceptional Children, 63:295-312. https://doi.org/10.1177/001440299706300301.

Gülensoy T (2011). Türkiye Türkçesindeki Türkçe Sözcüklerin Köken Bilgisi Sözlüğü II (O-Z).Türk Dil Kurumu Yayınları.
Heckathorn D (2011a). Snowball versus respondent-driven sampling. Sociol. Methodol., 41(1):355-366.

Heckathorn D (2011b). Comment: Snowball vHeckathorn D (2011b). Comment: Snowball versus Respondent-Driven Sampling. Sociol. Methodol., 41:355-366. https://doi.org/10.1111/j.146 7-9531.2011.01244.x.

Haller C, Courvoisier, D (2010). Personality; and Thinking Style in Different Creative Domains. Psychol. Aesthet. Creat. Arts, 4:149-160. https://doi.org/10.1037/A0017084.

Halpin G, Halpin G, Torrance, (1974). Relationships between Creative Thinking Abilities and a Measure of the Creative Personality. Educ. Psychol. Meas., 34:75-82. https://doi.org/10.1177/0013164474034001 11.

Harper D (2021). Conscious. Etymology Online. https://www.etymonline.com/search?q=conscious.

Harada T (2020). The effects of risk-taking, exploitation, and exploration on creativity. PLoS ONE 15(7): e0235698. https://doi.org/10.1371/journal.pone.0235698.

Hellriegel D, Slocum Jr. JW (1975). Managerial problem-solving styles. Bus. Horizons, 18(6):29-37.
Helson R (1996). In Search of the CreativHelson R (1996). In Search of the Creative Personality. Creativity Res. J., 9:295-306. https://doi.org/10.1207/S15326934CRJ0904_1.

Hernández-Torrano D, Ibrayeva L (2020). Creativity and education: A bibliometric mapping of the research literature (1975-2019). Thinking Skills and Creat., 35, 100625. https://doi.org/10.1016/j.tsc.2019.100625.

He W, Wong W (2011). Gender differences in creative thinking revisited: Findings from analysis of variability. Pers. Individ. Differ., 51, 807-811. https://doi.org/10.1016/J.PAID.2011.06.027.

Kayalar M, Ömürbek N (2007). Girişimci adaylarinin risk almaya yatkinlik özelliğinin cinsiyet bağlaminda incelenmesi. Atatürk Üniversitesi İktisadi ve İdari Bilimler Dergisi, 21(1):185-200.
Zhang F, Sternberg RJ (2000). Are learning approaches and thinking styles related? A study in two Chinese populations, The J. Psychol., 134(5):469-489. DOI: 10.1080/00223980009598230.

McIntyre P, Fulton J, Paton E, Kerrigan SMcIntyre P, Fulton J, Paton E, Kerrigan S, Meany M (2018). The Evolution of a Psychology of Creativity, pp. 39-66. https://doi.org/10.1007/978-3-319-90674-4_3.

Meneely J, Portillo M (2005). The Adaptable Mind in Design: Relating Personality, Cognitive Style, and Creative Performance. Creat. Res. J., 17:155-166. https://doi.org/10.1080/10400419.2005.9651476.

Noy C (2008). Sampling Knowledge: The Hermeneutics of Snowball Sampling in Qualitative Research. Int. J. Soc. Res. Methodol., 11:327- 344.
Paloş R, Munteanu A, Costea I, Macsinga IPaloş R, Munteanu A, Costea I, Macsinga I (2011). Motivational and cognitive variables with impact on academic performance – Preliminary study. Procedia - Soc. Behav. Sci., 15:138-142.10.1016/j.sbspro.2011.03.063.

Qummer S, Zamir S (2020). Thinking Styles of University Teachers: A Gender Based Difference, 8: 77-94. https://doi.org/10.52015/JRSS.8I2.56.

Runco MA, Acar S (2012). Divergent Thinking as an Indicator of Creative Potential. Creat. Res. J., 24(1):66-75. doi: 10.1080/10400419.2012.652929.

Ryhammar L, Brolin C (1999). Creativity Research: historical considerations and main lines of development. Scandinavian J. Edu. Res., 43, 259-273. https://doi.org/10.1080/0031383990430303. 

Sekhar C, Patwardhan M, Singh RKA (2013). Literature review on motivation. Glob. Bus. Perspect., 1:471-487. https://doi.org/10.1007/s40196-013-0028-1.

Şahin F, Danışman Ş (2017). Yaratıcı Kişilik Özellikleri Ölçeği: Güvenilirlik ve Geçerlik Çalışması Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7(2):747-760.7.
Wechsler S (2009). Age and gender impact on thinking and creating styles. Eur. J. Educ. Psychol. 2:37-48.

Zhang F (2002). Thinking styles and cognitive development, J. Genet. Psychol. Res. Theory on Hum. Dev., 163(2):179-195. DOI: 10.1080/00221320209598676.

Zhang F, Postiglione G (2001). Thinking styles, self-esteem, and socio-economic status. Personality Individ. Differ., 31(8):1333-1346, https://doi.org/10.1016/S0191-8869 (00)00227-0.