The Social Construction and Psychological Assessment of Creativity

The paper underlines the conceptual disunity present in the field of creativity research and introduces a relational concept of creativity of products that stresses the socially defined character of this aspect of creativity. The proposed definition implies that creativity cannot be conceived as an ability of persons, as a characteristic of thinking processes, or as a neuronal function. Referring to the well‐known investment theory of creativity and to the so‐called creativity tests, the paper explicates additional consequences of a socially construed creativity concept and considers the status of empirical research on creativity within a social constructionist framework.     

Phase analysis in maximal sprinting: an investigation of step-to-step technical changes between the initial acceleration,transition and maximal velocity phases

Abstract

The aim of this study was to investigate spatiotemporal and kinematic changes between the initial acceleration, transition and maximum velocity phases of a sprint. Sagittal plane kinematics from five experienced sprinters performing 50-m maximal sprints were collected using six HD-video cameras. Following manual digitising, spatiotemporal and kinematic variables at touchdown and toe-off were calculated. The start and end of the transition phase were identified using the step-to-step changes in centre of mass height and segment angles. Mean step-to-step changes of spatiotemporal and kinematic variables during each phase were calculated. Firstly, the study showed that if sufficient trials are available, step-to-step changes in shank and trunk angles might provide an appropriate measure to detect sprint phases in applied settings. However, given that changes in centre of mass height represent a more holistic measure, this was used to sub-divide the sprints into separate phases. Secondly, during the initial acceleration phase large step-to-step changes in touchdown kinematics were observed compared to the transition phase. At toe-off, step-to-step kinematic changes were consistent across the initial acceleration and transition phases before plateauing during the maximal velocity phase. These results provide coaches and practitioners with valuable insights into key differences between phases in maximal sprinting.     

Gender Differences in Mathematics Self-concept Across the World: an Exploration of Student and Parent Data of TIMSS 2015

International Journal of Science and Mathematics Education - Using data from the Trends in International Mathematics and Science Study (TIMSS) 2015 assessment of fourth-grade students in 32...     

Exploring the emerging knowledge base of ‘the knowledge society’

Science, technology and innovation have grown in importance over the last 50 years as we have moved towards a more knowledge-intensive society (the ‘knowledge society’). A number of new research fields have emerged in an effort to understand these developments and to offer advice to decision-makers in government, industry and elsewhere. This special issue focuses on studies of three relatively distinct though thematically related research fields (innovation studies, entrepreneurship studies, and science and technology studies). The first three articles use a particular methodology based on analysis of the references cited in the chapters to authoritative ‘handbooks’ to identify the core contributions in the three fields. A fourth article examines the relationship between the core literatures in three fields and how this has evolved over time. Other articles look at the evolution of innovation studies as reflected in highly cited papers, at the development of entrepreneurship as seen by a key ‘insider’, and at the creation of new centres in these fields and the difficulties they face. The last article in this special issue shows how interdisciplinary centres in innovation studies suffer from research assessment systems that are intrinsically biased against interdisciplinary research. This introduction presents a synthesis of the articles in this special issue, discusses similarities and differences between the three fields and their development over time, and considers challenges for policy and governance arising from the research presented here.     

Dispositional flow as a mediator of the relationships between attentional control and approaches to studying during academic examination preparation

This study investigated how attentional control and study‐related dispositional flow influence students' approaches to studying when preparing for academic examinations. Based on information‐processing theories, it was hypothesised that attentional control would be positively associated with deep and strategic approaches to studying, and negatively associated with surface approach to studying. Based on flow theory, it was hypothesised that flow would partially mediate the relationships between attentional control and approaches to studying. A sample of 237 university students completed the Attentional Control Scale (ACS), the Dispositional Flow Scale‐2 (DFS‐2), the Approaches and Study Skills Inventory for Students (ASSIST) and the Evaluation Anxiety Scale (EVAN) one week before examinations. Multiple regressions supported all the hypothesised relationships. The implications of these findings are outlined.