Creative Thinking and Non-Cognitive Factors in Science: Implications for Diversity in STEM Subjects.
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| Title: | Creative Thinking and Non-Cognitive Factors in Science: Implications for Diversity in STEM Subjects. |
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| Authors: | Whitehorn, Mark (AUTHOR), Kovanović, Vitomir (AUTHOR), Marrone, Rebecca (AUTHOR), Dawson, Shane (AUTHOR) |
| Source: | Creativity Research Journal. Apr-Jun2026, Vol. 38 Issue 2, p422-436. 15p. |
| Subjects: | Creative thinking, STEM education, Curriculum planning, Student engagement, Science education, Sociodemographic factors |
| Abstract: | Educational institutions worldwide are increasingly urged to recognize the significance of integrating creative thinking and other essential capabilities across different academic disciplines. Additionally, there is a growing focus on students' non-cognitive factors. However, relationships between creativity and non-cognitive factors, such as self-concept in subjects such as science, are not well understood. Given the global attempts to increase diversity in STEM subjects, this study explores the relationships between year 8 female students' non-cognitive factors in science and their creative thinking through a series of structural equation models (SEM). The findings identified a positive relationship between specific non-cognitive factors and creative thinking, which has significant implications for curriculum writers and teachers, who should consider these findings to potentially increase student creativity in STEM subjects. This is particularly pertinent in light of initiatives aimed toward fostering female students' engagement in STEM fields throughout their academic journey and into their future careers. [ABSTRACT FROM AUTHOR] |
| Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Educational institutions worldwide are increasingly urged to recognize the significance of integrating creative thinking and other essential capabilities across different academic disciplines. Additionally, there is a growing focus on students' non-cognitive factors. However, relationships between creativity and non-cognitive factors, such as self-concept in subjects such as science, are not well understood. Given the global attempts to increase diversity in STEM subjects, this study explores the relationships between year 8 female students' non-cognitive factors in science and their creative thinking through a series of structural equation models (SEM). The findings identified a positive relationship between specific non-cognitive factors and creative thinking, which has significant implications for curriculum writers and teachers, who should consider these findings to potentially increase student creativity in STEM subjects. This is particularly pertinent in light of initiatives aimed toward fostering female students' engagement in STEM fields throughout their academic journey and into their future careers. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10400419 |
| DOI: | 10.1080/10400419.2025.2463364 |
