The mediating effects of engagement on the relationship between perceived digital inquiry and creativity

References

• Álvarez-Huerta, P., Muela, A., & Larrea, I. (2021). Student engagement and creative confidence beliefs in higher education. Thinking Skills and Creativity, 40, 100821. https://doi.org/10.1016/j.tsc.2021.100821
   Web of Science ®Google Scholar
• Anderson, R. C., & Haney, M. (2021). Reflection in the creative process of early adolescents: The mediating roles of creative metacognition, self-efficacy, and self-concept. Psychology of Aesthetics, Creativity, and the Arts, 15(4), 612–626. https://doi.org/10.1037/aca0000324
   Web of Science ®Google Scholar
• Barbot, B. (2020). Creativity and self‐esteem in adolescence: A study of their domain‐specific, multivariate relationships. The Journal of Creative Behavior, 54(2), 279–292. https://doi.org/10.1002/jocb.365
   Web of Science ®Google Scholar
• Bempechat, J., & Shernoff, D. J. (2012). Parental influences on achievement motivation and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. (pp. 56–96). Springer.
   Google Scholar
• Bruce, B. C., & Casey, L. (2012). The practice of inquiry: A pedagogical ‘sweet spot’ for digital literacy? Computers in the Schools, 29(1–2), 191–206. https://doi.org/10.1080/07380569.2012.657994
   Google Scholar
• Chiu, M. M., Pong, S. L., Mori, I., & Chow, B. W. Y. (2012). Immigrant students’ emotional and cognitive engagement at school: A multilevel analysis of students in 41 countries. Journal of Youth and Adolescence, 41(11), 1409–1425. https://doi.org/10.1007/s10964-012-9763-x
   PubMed Web of Science ®Google Scholar
• Chiu, T. K. F. (2021). Digital support for student engagement in blended learning based on Self-determination Theory. Computers in Human Behavior, 124, 106909. http://doi.org/10.1016/j.chb.2021.106909
   Google Scholar
• Chiu, T. K. F. (2022). Applying the Self-determination Theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 54(sup1), 14–30. http://doi.org/10.1080/15391523.2021.1891998
   Google Scholar
• Chiu, T. K. F., Sun, J. C. Y., & Ismailov, M. (2022). Investigating the relationship of technology learning support to digital literacy from the perspective of Self-Determination Theory. Educational Psychology, Advanced online publication. https://doi.org/10.1080/01443410.2022.2074966
   Google Scholar
• Chiu, T. K. F., & Churchill, D. (2015). Exploring the characteristics of an optimal design of digital materials for concept learning in mathematics: multimedia learning and variation theory. Computers & Education, 82, 280–291. https://doi.org/10.1016/j.compedu.2014.12.001
   Google Scholar
• Chiu, T. K. F., Jong, M. S. Y., & Mok, I. A. C. (2020). Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics? Educational Technology Research and Development, 68, 2305–2320. https://doi.org/10.1007/s11423-020-09775-4
   Google Scholar
• de Jong, T., Gillet, D., Rodríguez-Triana, M. J., Hovardas, T., Dikke, D., Doran, R., Dziabenko, O., Koslowsky, J., Korventausta, M., Law, E., Pedaste, M., Tasiopoulou, E., Vidal, G., & Zacharia, Z. C. (2021). Understanding teacher design practices for digital inquiry-based science learning: The case of Go-Lab. Educational Technology Research and Development: ETR & D, 69(2), 417–444. https://doi.org/10.1007/s11423-020-09904-z
   PubMed Web of Science ®Google Scholar
• Dubovi, I., & Tabak, I. (2021). Interactions between emotional and cognitive engagement with science on YouTube. Public Understanding of Science (Bristol, England), 30(6), 759–776. https://doi.org/10.1177/0963662521990848
   PubMed Web of Science ®Google Scholar
• Fischer, C., Malycha, C. P., & Schafmann, E. (2019). The influence of intrinsic motivation and synergistic extrinsic motivators on creativity and innovation. Frontiers in Psychology, 10, 137. https://doi.org/10.3389/fpsyg.2019.00137
   PubMed Web of Science ®Google Scholar
• Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
   Web of Science ®Google Scholar
• Fredricks, J. A., Hofkens, T., Wang, M. T., Mortenson, E., & Scott, P. (2018). Supporting girls’ and boys’ engagement in math and science learning: A mixed methods study. Journal of Research in Science Teaching, 55(2), 271–298. https://doi.org/10.1002/tea.21419
   Web of Science ®Google Scholar
• Gallagher, D., & Grimm, L. R. (2018). Making an impact: The effects of game making on creativity and spatial processing. Thinking Skills and Creativity, 28, 138–149. https://doi.org/10.1016/j.tsc.2018.05.001
   Web of Science ®Google Scholar
• Guan, J. Q., Wang, L. H., Chen, Q., Jin, K., & Hwang, G. J. (2021). Effects of a virtual reality-based pottery making approach on junior high school students’ creativity and learning engagement. Interactive Learning Environments, Advanced Online Publication, 1–17. https://doi.org/10.1080/10494820.2021.1871631
   Google Scholar
• Hair, J. F., Jr., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). SEM: An introduction. Multivariate data analysis: A global perspective (7th ed., pp. 629–686). Pearson Education.
   Google Scholar
• Hall, A., & Miro, D. (2016). A study of student engagement in project‐based learning across multiple approaches to STEM education programs. School Science and Mathematics, 116(6), 310–319. https://doi.org/10.1111/ssm.12182
   Web of Science ®Google Scholar
• Händel, M., Stephan, M., Gläser-Zikuda, M., Kopp, B., Bedenlier, S., & Ziegler, A. (2022). Digital readiness and its effects on higher education students’ socio-emotional perceptions in the context of the COVID-19 pandemic. Journal of Research on Technology in Education, 54(2), 267–280. https://doi.org/10.1080/15391523.2020.1846147
   Web of Science ®Google Scholar
• Honey, M., Pearson, G., & Schweingruber, H. A. (Eds.) (2014). STEM Integration in K-12 Education: Status, Prospects, and An Agenda for Research. National Academies Press. https://doi.org/10.17226/18612
   Google Scholar
• Hong, W., Zhen, R., Liu, R. D., Wang, M. T., Ding, Y., & Wang, J. (2020). The longitudinal linkages among Chinese children’s behavioural, cognitive, and emotional engagement within a mathematics context. Educational Psychology, 40(6), 666–680. https://doi.org/10.1080/01443410.2020.1719981
   Web of Science ®Google Scholar
• Howard, S. K., Ma, J., & Yang, J. (2016). Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning. Computers & Education, 101, 29–42. https://doi.org/10.1016/j.compedu.2016.05.008
   Web of Science ®Google Scholar
• Hwang, G. J., Lai, C. L., Liang, J. C., Chu, H. C., & Tsai, C. C. (2018). A long-term experiment to investigate the relationships between high school students’ perceptions of mobile learning and peer interaction and higher-order thinking tendencies. Educational Technology Research and Development, 66(1), 75–93. https://doi.org/10.1007/s11423-017-9540-3
   Web of Science ®Google Scholar
• Kaufman, J. C. (2019). Self-assessments of creativity: Not ideal, but better than you think. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 187–192. https://doi.org/10.1037/aca0000217
   Web of Science ®Google Scholar
• Kaufman, J. C., Beghetto, R. A., & Watson, C. (2016). Creative metacognition and self-ratings of creative performance: A 4-C perspective. Learning and Individual Differences, 51, 394–399. https://doi.org/10.1016/j.lindif.2015.05.004
   Web of Science ®Google Scholar
• Laguía, A., Moriano, J. A., & Gorgievski, M. J. (2019). A psychosocial study of self-perceived creativity and entrepreneurial intentions in a sample of university students. Thinking Skills and Creativity, 31, 44–57. https://doi.org/10.1016/j.tsc.2018.11.004
   Web of Science ®Google Scholar
• Lawson, M. A., & Lawson, H. A. (2013). New conceptual frameworks for student engagement research, policy, and practice. Review of Educational Research, 83(3), 432–479. https://doi.org/10.3102/0034654313480891
   Web of Science ®Google Scholar
• Li, S., Lajoie, S. P., Zheng, J., Wu, H., & Cheng, H. (2021). Automated detection of cognitive engagement to inform the art of staying engaged in problem-solving. Computers & Education, 163, 104114. https://doi.org/10.1016/j.compedu.2020.104114
   Web of Science ®Google Scholar
• Lindgren, R., & Johnson-Glenberg, M. (2013). Emboldened by embodiment: Six precepts for research on embodied learning and mixed reality. Educational Researcher, 42(8), 445–452. https://doi.org/10.3102/0013189X13511661
   Web of Science ®Google Scholar
• Malik, M. J., Ahmad, M., Kamran, M. R., Aliza, K., & Elahi, M. Z. (2020). Student use of social media, academic performance, and creativity: The mediating role of intrinsic motivation. Interactive Technology and Smart Education, 17(4), 403–415. https://doi.org/10.1108/ITSE-01-2020-0005
   Web of Science ®Google Scholar
• Marty, P. F., Alemanne, N. D., Mendenhall, A., Maurya, M., Southerland, S. A., Sampson, V., Douglas, I., Kazmer, M. M., Clark, A., & Schellinger, J. (2013). Scientific inquiry, digital literacy, and mobile computing in informal learning environments. Learning, Media and Technology, 38(4), 407–428. https://doi.org/10.1080/17439884.2013.783596
   Web of Science ®Google Scholar
• Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
   Web of Science ®Google Scholar
• Ninaus, M., Greipl, S., Kiili, K., Lindstedt, A., Huber, S., Klein, E., Karnath, H.-O., & Moeller, K. (2019). Increased emotional engagement in game-based learning–A machine learning approach on facial emotion detection data. Computers & Education, 142, 103641. https://doi.org/10.1016/j.compedu.2019.103641
   Web of Science ®Google Scholar
• Orkibi, H., & Ram-Vlasov, N. (2019). Linking trauma to posttraumatic growth and mental health through emotional and cognitive creativity. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 416–430. https://doi.org/10.1037/aca0000193
   Web of Science ®Google Scholar
• Pande, M., & Bharathi, S. V. (2020). Theoretical foundations of design thinking–A constructivism learning approach to design thinking. Thinking Skills and Creativity, 36, 100637. https://doi.org/10.1016/j.tsc.2020.100637
   Web of Science ®Google Scholar
• Pekrun, R., & Linnenbrink-Garcia, L. (2012). Academic emotions and student engagement. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement. (pp. 259–282). Springer.
   Google Scholar
• Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40–51. https://doi.org/10.1016/j.ijer.2014.05.001
   Web of Science ®Google Scholar
• Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students’ perceived competencies versus actual performance. Computers & Education, 126, 23–36. https://doi.org/10.1016/j.compedu.2018.06.030
   Web of Science ®Google Scholar
• Reynolds, R., & Caperton, I. H. (2011). Contrasts in student engagement, meaning-making, dislikes, and challenges in a discovery-based program of game design learning. Educational Technology Research and Development, 59(2), 267–289. https://doi.org/10.1007/s11423-011-9191-8
   Web of Science ®Google Scholar
• Richter, A. W., Hirst, G., Van Knippenberg, D., & Baer, M. (2012). Creative self-efficacy and individual creativity in team contexts: Cross-level interactions with team informational resources. The Journal of Applied Psychology, 97(6), 1282–1290. https://doi.org/10.1037/a0029359
   PubMed Web of Science ®Google Scholar
• Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19–34. https://doi.org/10.1037/a0024071
   Web of Science ®Google Scholar
• Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493–525. https://doi.org/10.1177/0013164408323233
   Web of Science ®Google Scholar
• Stork, M. G. (2020). Supporting twenty-first century competencies using robots and digital storytelling. Journal of Formative Design in Learning, 4(1), 43–50. https://doi.org/10.1007/s41686-019-00039-w
   Web of Science ®Google Scholar
• Struyf, A., De Loof, H., Boeve-de Pauw, J., & Van Petegem, P. (2019). Students’ engagement in different STEM learning environments: Integrated STEM education as promising practice? International Journal of Science Education, 41(10), 1387–1407. https://doi.org/10.1080/09500693.2019.1607983
   Web of Science ®Google Scholar
• Sun, X. (2020). Social media use and student creativity: The mediating role of student engagement. Social Behavior and Personality: An International Journal, 48(10), 1–8. https://doi.org/10.2224/sbp.9356
   Web of Science ®Google Scholar
• Taines, C. (2012). Intervening in alienation: The outcomes for urban youth of participating in school activism. American Educational Research Journal, 49(1), 53–86. https://doi.org/10.3102/0002831211411079
   Web of Science ®Google Scholar
• Tan, A. G., Ho, V. X. H., Ho, E. L. F., & Ow, S. (2008). High school students’ perceived creativity self-efficacy and emotions in a service learning context. The International Journal of Creativity and Problem Solving, 18, 115–126.
   Google Scholar
• Teng, C. I. (2018). Managing gamer relationships to enhance online gamer loyalty: The perspectives of social capital theory and self-perception theory. Computers in Human Behavior, 79, 59–67. https://doi.org/10.1016/j.chb.2017.10.024
   Web of Science ®Google Scholar
• Wang, H., Wang, L., & Zhu, J. (2022). Moderated mediation model of the impact of autonomous motivation on postgraduate students’ creativity. Thinking Skills and Creativity, 43, 100997. https://doi.org/10.1016/j.tsc.2021.100997
   Web of Science ®Google Scholar
• Weng, X. J., Chiu, T. K. F., & Jong, M. S. Y. (2022). Applying relatedness to explain learning outcomes of STEM maker activities. Frontiers in Psychology, 800569. https://doi.org/10.3389/fpsyg.2021.800569
   Google Scholar
• Weng, X. J., Chiu, T. K. F., & Tsang, C. C. (2022). Promoting student creativity and entrepreneurship through real-world problem-based maker education, Thinking skills and Creativity, Advanced online publication. https://doi.org/10.1016/j.tsc.2022.101046
   Google Scholar
• Weng, X. J., Cui, Z., Ng, O-L, & Jong, M. S. Y., & Chiu T. K. F. (2022). Characterizing students’ 4C skill development during problem-based digital making, Journal of Science Education and Technology. Advanced online publication. https://doi.org/10.1007/s10956-022-09961-4
   Google Scholar
• Wu, P. H., & Wu, H. K. (2020). Constructing a model of engagement in scientific inquiry: Investigating relationships between inquiry-related curiosity, dimensions of engagement, and inquiry abilities. Instructional Science, 48(1), 79–113. https://doi.org/10.1007/s11251-020-09503-8
   Web of Science ®Google Scholar
• Yang, Y., Xu, X., Liu, W., & Pang, W. (2020). Hope and creative self-efficacy as sequential mediators in the relationship between family socioeconomic status and creativity. Frontiers in Psychology, 11, 438. https://doi.org/10.3389/fpsyg.2020.00438
   PubMed Web of Science ®Google Scholar
• Zhou, C., Chen, H., & Luo, L. (2014). Students’ perceptions of creativity in learning information technology (IT) in project groups. Computers in Human Behavior, 41, 454–463. https://doi.org/10.1016/j.chb.2014.09.058
   Web of Science ®Google Scholar