Mathematical Intelligence and Mathematical Creativity: A Causal Relationship

This study investigated the causal relationship between mathematical creativity and mathematical intelligence. Four hundred thirty-nine 8th-grade students, age ranged from 11 to 14 years, were included in the sample of this study by random cluster technique on which mathematical creativity and Hindi adaptation of mathematical intelligence test were administered with 4-month time lag. Cross-lagged panel analysis was used to analyze the data. The uncorrected cross-lagged correlations appeared to show no causal relation between mathematical creativity and mathematical intelligence. But after the correction the difference in the cross-lagged correlations was found to be small and does not give guarantee of unidirectional causal relation between these two constructs. It revealed that there is a mutually reinforcing (symmetric) relationship between mathematical intelligence and mathematical creativity, i.e., mathematical intelligence causes mathematical creativity and vice-versa.     

Neighborhood Crime and School Climate as Predictors of Elementary School Academic Quality: A Cross-Lagged Panel Analysis

Past research has found negative relationships between neighborhood structural disadvantage and students’ academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods’ impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate.     

Mathematical Creativity: A Combination of Domain-general Creative and Domain-specific Mathematical Skills

Creativity is an understudied topic in elementary school mathematics research. Nevertheless, we argue that creativity plays an important role in mathematics, but that more research is needed to understand this relation. Therefore, this study aimed to investigate this relation, specifically between domain-general creativity, domain-specific mathematical creativity, and mathematical ability. Measures for these constructs were administered to 342 Dutch fourth graders. In order to examine the nature of the relation between creativity and mathematics, two competing models were tested, using Structural Equation Modeling. The results indicated that models in which general creativity and mathematical ability both predict mathematical creativity fitted the data better than models in which mathematical and general creativity predict mathematical ability. This study showed that both general creativity and mathematical ability are important to think creatively in mathematics.     

青少年友谊关系质量与社交焦虑的相互影响:一项交叉滞后分析

采用问卷法和追踪设计,通过交叉滞后回归分析,考察初中三年期间698名青少年的友谊关系质量与社交焦虑的相互影响及其动态变化。结果发现,初二到初三期间,青少年友谊关系质量的喜爱-满意维度显著负向预测社交焦虑;初中三年期间,青少年社交焦虑显著负向预测友谊关系质量的喜爱-满意维度;但友谊关系质量的冲突维度与社交焦虑的相互预测作用不显著。这些结果表明,青少年友谊关系的喜爱-满意维度与其社交焦虑之间存在相互影响,而且该相互作用存在一定程度的动态变化。     

Bidirectional Relations between Parenting Practices and Child Externalizing Behavior: A Cross-Lagged Panel Analysis in the Context of a Psychosocial Treatment and 3-Year Follow-up

In the current study, we examined longitudinal changes in, and bidirectional effects between, parenting practices and child behavior problems in the context of a psychosocial treatment and 3-year follow-up period. The sample comprised 139 parent–child dyads (child ages 6–11) who participated in a modular treatment protocol for early-onset ODD or CD. Parenting practices and child behavior problems were assessed at six time-points using multiple measures and multiple reporters. The data were analyzed using cross-lagged panel analyses. Results indicated robust temporal stabilities of parenting practices and child behavior problems, in the context of treatment-related improvements, but bidirectional effects between parenting practices and child behavior were less frequently detected. Our findings suggest that bidirectional effects are relatively smaller than the temporal stability of each construct for school-age children with ODD/CD and their parents, following a multi-modal clinical intervention that is directed at both parents and children. Implications for treatment and intervention are discussed.     

The Dark Cycle of Work Avoidance Goals and Disengagement: A Cross-Lagged Analysis

While previous research has mainly emphasized how work avoidance goals lead to academic disengagement, there is a lack of research on reciprocal relations between work avoidance goal pursuit and the experience of disengagement. In this study, I not only suggest that work avoidance increases disengagement but that disengagement can also enhance subsequent work avoidance goal adoption. A full cross-lagged analysis was used to test reciprocal relations between work avoidance goals and disengagement. Filipino high school students (N?=?848) answered the relevant questionnaires across two time points spread over a half-year interval. Results showed that T1 work avoidance goals had an impact on subsequent T2 disengagement and that T1 disengagement also had an impact on T2 work avoidance goals. Moreover, temporal stability was also shown for both work avoidance and disengagement. Implications and directions for future research are discussed.     

A Cross-Lagged Panel Approach to Understanding Social Support and Chronic Posttraumatic Stress Disorder Symptoms in Veterans: Assessment Modality Matters

Although there is a strong and consistent association between social support and posttraumatic stress disorder (PTSD), the directionality of this association has been debated, with some research indicating that social support protects against PTSD symptoms, whereas other research suggests that PTSD symptoms erode social support. The majority of studies in the literature have been cross-sectional, rendering directionality impossible to determine. Cross-lagged panel models overcome many previous limitations; however, findings from the few studies employing these designs have been mixed, possibly due to methodological differences including self-report versus clinician-administered assessment. The current study used a cross-lagged panel structural equation model to explore the relationship between social support and chronic PTSD symptoms over a 1-year period in a sample of 264 Iraq and Afghanistan veterans assessed several years after trauma exposure. Approximately a third of the sample met criteria for PTSD at the baseline assessment, with veterans’ trauma occurring an average of 6 years prior to baseline. Two separate models were run, with one using PTSD symptoms assessed via self-report and the other using clinician-assessed PTSD symptoms. Excellent model fit was found for both models. Results indicated that the relationship between social support and PTSD symptoms was affected by assessment modality. Whereas the self-report model indicated a bidirectional relationship between social support and PTSD symptoms over time, the clinician-assessed model indicated only that baseline PTSD symptoms predicted social support 1 year later. Results highlight that assessment modality is one factor that likely impacts disparate findings across previous studies. Theoretical and clinical implications of these findings are discussed, with suggestions for the growing body of literature utilizing these designs to dismantle this complex association.     

Self-Efficacy,Emotions and Work Engagement Among Teachers: A Two Wave Cross-Lagged Analysis

The aim of this study was to examine the reciprocal relations between teachers’ work engagement and their emotions, both positive and negative, and experienced in relation to their students, by implementing a two-wave panel design. The predictive role of self-efficacy with respect to teachers’ emotions and work engagement was also explored. The study included a sample of 941 teachers from various state schools in Croatia. A cross-lagged analysis demonstrated the reciprocal nature of the relationship between emotions and work engagement. Teachers who reported higher levels of positive emotions of joy, pride and love at first time point, tended to be more engaged in their work at subsequent assessment. The association between negative emotions and work engagement showed the opposite direction—teachers who experienced more anger, fatigue, and hopelessness in the first measurement point, were also less engaged at second time of assessment. Furthermore, teachers who were more engaged in their work in the first time point, also reported about lower levels of negative emotions but higher levels of positive emotions 6 months later. At last, teachers with higher perceived self-efficacy are more engaged in their work, experience more joy, pride and love, and less anger, fatigue and hopelessness, towards their students. However, these effects did not hold upon control of baseline levels of emotions and work engagement.     

青少年攻击行为与友谊质量的交叉滞后回归分析

该研究采用问卷法,对湖北省一所初级中学二年级青少年进行了一个学年的纵向追踪研究,使用Bjorkquist等人编制的直接和间接攻击量表(DIA)以及Parker和Asher编制的友谊质量问卷(FQQ)测查青少年的身体攻击和友谊质量。然后采用二元交叉滞后回归分析法考察了初中二、三年级学生在一个学年中的攻击行为与友谊质量(总问卷及分问卷得分)的关系。结果表明,在控制了前测"肯定与关心"得分后,身体攻击显著地负向预测了"肯定与关心"得分。在控制了前测的"冲突解决策略"得分后,攻击行为边缘显著地预测了后测的"冲突解决策略"得分。同时发现,后测"身体攻击"和"冲突与背叛"不存在显著的相关。     

大学生情绪智力与感恩的交叉滞后分析

以修订后的情绪智力量表(EIS)中文版、青少年感恩量表（AGS）为研究工具,对1所普通高校的 406名大一至大三学生进行为期5个月的追踪,考察大学生情绪智力和感恩的发展变化,以及情绪智力与感恩之间的关系。结果发现：（1）大学生的情绪智力相对稳定,感恩存在一定的发展变化;（2）情绪智力与感恩之间呈显著正相关;（3）交叉滞后回归分析结果表明,前测的情绪智力可以显著预测后测的感恩,而前测的感恩不能显著预测后测的情绪智力。     

Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects

Attention problems are likely to hinder children in acquiring knowledge of their own and others’ emotions. Children with little knowledge of emotions tend to have difficulties with representing emotions, interpreting them, and sharing them, so that they are likely to spend more time in making sense of them and may thus appear to be inattentive. In order to disentangle the direction of effects between emotion knowledge and attention problems, 576 four- to- six-year-olds were interviewed at T1 and about 12 months later (T2) about their emotion knowledge. Their kindergarten teachers rated their attention problems, and their conduct problems at T1 and T2. A cross-lagged panel model indicates that children’s emotion knowledge at T1 contributed to the explanation of their attention problems at T2, after language ability and attention problems at T1 were controlled. The other cross-path from attention problems (T1) to emotion knowledge (T2) was not significant. Adding gender, behavioral self-regulation, working memory, conduct problems, or SES as alternative explanations by third variables did not alter this direction of effects. How emotion knowledge impinges on attention problems is discussed.     

Mapping Creativity: Creativity Measurements Network Analysis

This article borrowed network analysis tools to discover how the construct formed by the set of all measures of creativity configures itself. To this end, using a variant of the meta-analytical method, a database was compiled simulating 42,381 responses to 974 variables centered on 64 creativity measures. Results, although preliminary, indicate the existence of a core dimension filled with variables that indicate novelty, which is surrounded by the paired dimensions of negative affect and social leadership, and high cognitive performance and positive affect. As for the measurement instruments, it was found that, although tests of divergent thinking, self-reported biographies, and composite scores are the most appropriate tools to gauge creativity itself, both attitude and personality inventories are best for diagnosing the different kinds of creators.     

老年期语义理解能力与空间定向能力的交叉滞后分析

来自北京三个社区的144位60~85岁的老年人参加了间隔时间为20个月的词语解释和心理旋转前后测测查,以考察语义理解能力在空间定向能力老化中的作用。运用重复测量方差分析、交叉滞后回归分析考察了两个变量上老年人在20个月期间发生的变化,以及两个变量间的因果关系。结果发现：(1)各年龄组老年人的语义理解能力均有下降,空间定向能力均有提高。(2)前测语义理解能力可预测后测空间定向能力。(3)不同语义理解能力水平的被试空间定向能力在前后测中的提高是相同的。     

Exploring the Association Between Peace of Mind and Academic Engagement: Cross-Sectional and Cross-Lagged Panel Studies in the Philippine Context

Peace of mind (PoM) has been associated with positive psychological and well-being outcomes. However, it seems that limited research has been done to assess the role of PoM in the educational setting. The present study addressed this gap through examining the association of PoM with academic engagement via a cross-sectional (Study 1) and a two-wave cross-lagged study (Study 2) in the Philippine setting. Results of hierarchical regression in Study 1 revealed that PoM was positively associated academic engagement even after controlling for relevant demographic variables, positive affect, and life satisfaction. In Study 2, results of the cross-lagged structural equation modeling showed that Time 1 PoM was associated with higher extent of Time 2 academic engagement even after controlling for autoregressor effects, Time 1 positive affect, and Time 1 life satisfaction. Theoretical and practical implications are discussed.     

Exploring Collective Mathematical Creativity in Elementary School

This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity in elementary school classrooms. Collective learning takes place when mathematical ideas and actions, initially stemming from an individual, are built upon and reworked, producing a solution which is the product of the collective. Referring to characteristics of individual mathematical creativity, such as fluency, flexibility, and originality, this paper examines the possibility that collective mathematical creativity may be similarly characterized. The paper also explores the role of the teacher in fostering collective mathematical creativity and the possible relationship between individual and collective mathematical creativity. Many studies have investigated ways of characterizing, identifying, and promoting mathematical creativity. Haylock (1997), for example, and more recently, Kwon, Park, and Park (2006) assessed students' mathematical creativity by employing open‐ended problems and measuring divergent thinking skills. Leikin (2009) explored the use of multiple solution tasks in evaluating a student's mathematical creativity. These studies focused on an individual's mathematical creativity as it manifests itself in the solving of various problems. Yet students, acting in a classroom community, do not necessarily act on their own. Ideas are interchanged, evaluated, and built‐upon, often with the guidance of the teacher. The resultant mathematical creativity of an individual may be a product of collective community practice. The question which then arises is: Who is being mathematically creative, the individual or the community? This study focuses on the collective, not as the aggregation of a few individuals, but as a unit of study. Although some of the studies mentioned above acknowledged the effect of classroom culture on the development of mathematical creativity, and others considered the creative range of a group of students, those studies did not necessarily investigate mathematical creativity as a collective process or as the product of participating in a collective endeavour. This study combines theories related to collective learning and theories related to mathematical creativity to investigate the notion of collective mathematical creativity. The notion of collective creativity has been used to investigate creativity in several contexts including the work place (Hargadon & Bechky, 2006) and the global community (Family, 2003). In those cases, collective creativity was considered to occur when the social interactions between individuals yielded new interpretations that the individuals involved, thinking alone, could not have generated. Can the notion of collective creativity also be applied to the classroom community?     

青少年网络游戏体验与网络游戏成瘾的交叉滞后分析

该研究采用青少年网络游戏体验量表和网络游戏成瘾量表,对北京某中学初一、初二、初三和高二年级247名中学生进行为期四个月的追踪研究,考察被试在追踪期间网络游戏成瘾倾向的变化,以及网络游戏体验与网络游戏成瘾的因果关系及其内在心理机制。结果表明:(1)青少年的网络游戏成瘾倾向在追踪研究期间保持相对稳定。(2)网络游戏体验与网络游戏成瘾相关显著。(3)交叉滞后分析结果表明,网络游戏体验是网络游戏成瘾的预测变量。进一步的回归分析表明,网络游戏体验对青少年网络游戏成瘾为同时性的预测。     

Creativity of Chinese and American Cultures: A Synthetic Analysis

The article integrates the seven papers of the two special issues with a special focus on discussing the differences in people's beliefs about creativity between the Chinese and American cultures: How it is conceived, evaluated, and nurtured. It uses three metaphors to capture major differences in these aspects, and highlights areas with profound cultural variations in conceptions and creative education for future research.     

青少年儿童不爱社交、同伴排斥和同伴侵害的交叉滞后分析

本研究采用班级戏剧和同伴提名对初中一年级766名学生进行了3年的追踪研究,采用交叉滞后设计,考察同伴排斥、同伴侵害和不爱社交之间的相互预测关系。结果表明：（1）不爱社交、同伴排斥和同伴侵害都表现出较高程度的稳定性;（2）早期同伴排斥可以预测随后的同伴侵害,早期同伴侵害也可以预测随后的同伴排斥,但这两种作用模式都受到性别的调节;（3）从总体上来说,早期同伴侵害影响个体随后的不爱社交倾向,但这种关系模式受到性别的调节。对女生来说,初一的同伴侵害影响初二的不爱社交;对男生来说,早期同伴侵害对随后的不爱社交没有显著的预测作用。本研究结果表明,同伴侵害不仅对同伴排斥产生较大的影响,同时可能导致女生对社会交往变得越来越冷漠,对人际关系产生长期影响。