From STEM to STEAM: How to Monitor Creativity

Creativity is a broad and complex construct, difficult to define and to quantify, assumed to introduce new impulses into science education (STEM), and leading to better acceptance of science by adolescents. Therefore, increasing efforts are being undertaken to integrate traditional creativity (Arts), in modifying STEM to STEAM. Consequently, a valid way of empirically quantifying of creativity of adolescents is needed. In this study, part of a European initiative (CREATIONS), an 8-item Likert-scale questionnaire quantifying individual creativity was administered to a sample of 2,713 students, aged 11–19 (M ± SD = 15.71 ± 2.24; 54.7% females), revealing two subscales: one, labelled Act, covering conscious and trainable cognitive processes; the second, named Flow, contained items describing elements of flow experiences, a mental state of creativity. Analyses indicated that there were no gender differences and that younger students’ creativity scores were higher than those of older students. Recommendations for implementation in STEAM lessons are discussed.     

Do patients with OCD and pathological gambling have similar dysfunctional cognitions?

The obsessive-compulsive spectrum disorder (OCSD) theory postulates that a wide range of disorders is closely related to OCD. Current cognitive models ascertain that certain beliefs leading to misinterpretation of the significance of intrusions are important in the etiology and maintenance of OCD. This study examined whether pathological gambling, a disorder belonging to the OC spectrum, is characterized by similar dysfunctional cognitions as OCD. Dysfunctional beliefs of OCD patients were compared to those of patients with pathological gambling, panic disorder and normal controls. These beliefs were measured by the Obsessive-compulsive Beliefs Questionnaire-87 (OBQ-87), which was developed by a group of leading OCD researchers [Behav. Res. Ther. 35 (1997) 667]. It was hypothesized that according to the OCSD theory, pathological gamblers would exhibit similar cognitions to OCD patients, as well as increased levels of OCD symptoms. Analysis showed that OCD patients exhibited higher OBQ-87 scores than both panic patients and normal controls, but equal to pathological gambling patients. Pathological gamblers exhibited, however, no increase in OCD symptoms. These mixed results do not seem to support the OC spectrum theory for pathological gambling, moreover being contradictory to contemporary cognitive OCD models.     

Qualitative undergraduate project supervision in psychology: current practices and support needs of supervisors across North East England and Scotland

The dissertation is a core component of a psychology undergraduate degree, though very little research has been conducted into supervision processes at undergraduate level. This study examined the accounts of supervisors of qualitative dissertations in order to identify current practices of supervision and possible resources that might support supervision. Seventeen supervisors from psychology departments in North East England and Scotland were interviewed, and three main themes were identified using thematic analysis: the quantitative culture in psychology teaching, supervisors’ expertise, and the supervision process. Supervisors noted that students were typically constrained in their choice of methodology due to limited qualitative methods teaching, lack of training and guidance for supervisors, and concerns about the risks of demanding qualitative projects. Supervisors therefore often reported staying within their comfort zone, electing where possible to supervise only the methods that they themselves use. Recommendations for practical resources are provided to help support students and supervisors in the process of undertaking qualitative psychology dissertations.     

蒙汉族大学生父母教养方式、成人依恋与心理困扰的关系研究

通过整群抽样方法抽取了576名大学生,对其施测父母养育方式量表、亲密关系体验量表和心理困扰量表,运用结构方程模型技术,分别考察了父母养育方式的蒙汉族差异以及成人依恋模式在父母养育方式和心理困扰间的中介作用。结果表明:(1) 蒙古族父母对孩子的关爱程度和给孩子的自主性要显著高于汉族;(2) 汉族的成人依恋模式在父母过度保护与抑郁-焦虑-压力之间起着部分中介作用,而蒙古族成人依恋的中介作用不明显,但母亲的冷漠拒绝和过度保护会导致个体依恋回避和依恋焦虑,父亲的冷漠拒绝和过度保护会影响个体的抑郁和焦虑,母亲的过度保护和父亲的冷漠拒绝会影响个体的压力。     

A decolonial perspective of collective coping in the adult attachment and life satisfaction link

This study examined the role of cognitive flexibility and collective coping in the relationship between adult attachment and life satisfaction while comparing Black, Indigenous, and People of Color (BIPOC; n = 187) and White (n = 135) groups. Result showed that the relationship between attachment anxiety and life satisfaction was mediated via cognitive flexibility and collective coping only in the BIPOC group. This study informs culturally responsive attachment-based counseling and advances literature from a decolonial perspective.     

From STEM to STEAM: Cracking the Code? How Creativity & Motivation Interacts with Inquiry-based Learning

STEM subjects enriched with Arts (STEAM) are assumed to enhance science lessons and making them more attractive. A multidisciplinary STEAM module integrating inquiry-based learning was implemented to a sample of 160 students (11–12 years; 43.1% females). In a four-hour lesson, dealing with scientific phenomena surrounding bird flight, students learned at self-explanatory workstations that allowed space for creativity and a high level of autonomy. An arts facet was employed, using collaborative handicraft artwork. A workbook offered guidance, while the teacher’s role was of a passive tutor. A pre-/post-/retention-test design monitored knowledge, motivation, and two factors associated with creativity (Act and Flow) two weeks before, immediately after and six weeks later. The intervention produced long-term knowledge and built stable scores of intrinsic motivation, but self-reported aspects of creativity were not affected with a single STEAM intervention. Thus, it seems obvious that regular training in an adequate sociocultural setting is needed to develop creativity sustainably. Nevertheless, this study monitored the correlation of knowledge motivation and creativity in a science education setting for the first time. The findings indicate that fostering creativity, for example in STEAM environments, is a promising starting point for research into promoting motivation and creativity in educational settings.