Building Resilience with Creativity: A Reflective Card Deck Prototype

The increasing complexity and adversity in today\u27s world emphasize the need for resilience as a critical skill to navigate these challenges. The World Economic Forum identifies resilience, stress tolerance, and flexibility as essential skills for thriving in the 21st century. But how can we intentionally develop resilience? Through this project, I explore the relationship between creativity and resilience and how creativity skills can be deliberately cultivated to build resilience. To achieve this, I developed a prototype of a reflective card deck that offers a unique approach to help individuals gain knowledge, make connections, explore their relationship with the skill, and practice the creativity skills. This tool is a practical and engaging way to build a reservoir of skills that can be drawn upon when facing adversity, empowering individuals to unlock their full potential and bounce back in the face of challenges. Creativity could be the superpower, allowing us to see beyond adversity and explore a world of endless possibilities

Global Leadership Effectiveness: the Predictive Value of Cognitively Oriented Competencies

Global leadership is becoming increasingly important in multinational companies as well as in non-profit and public sectors. The purpose of this study was to investigate what makes a global leader effective, by identifying key predictors of global leadership effectiveness. The predictors investigated in this study included a combined measure of overall intercultural global leadership competency and selected cognitively oriented competencies: nonjudgmentalness, inquisitiveness, tolerance of ambiguity and cosmopolitanism. The sample consisted of 171 undergraduate and graduate students from a large university. Linear and multiple regression analyses were conducted to identify the ability of the competencies to predict effectiveness. Inquisitiveness was the only cognitive competency found to successfully predict global leadership effectiveness. While no effect was found for overall intercultural global leadership competency, exploratory analyses revealed two other individual competencies as predictors: self-confidence and self-identity. The results of the study suggest that inquisitiveness is a key competency indicating cognitive flexibility that enable individuals to adapt to the situation at hand. Furthermore, self-identity and self-confidence likely enables individuals to participate and display leadership skills in novel and challenging situations

위험감수가 창의적 메타인지 수준에 따라 창의적 수행에 미치는 영향

학위논문 (석사) -- 서울대학교 대학원 : 사범대학 교육학과, 2021. 2. 이선영.본 연구의 목적은 중학생들의 위험 감수 유형이(위험 감수 성향, 위험 감수 경향) 학교 맥락에서의 창의적 수행 하위 요인(전반적 창의성, 독창성, 유용성)에 각각 어떤 영향력을 미치는지 파악하고 이들의 관계를 창의적 메타인지가 어떻게 조절하는지 검증하는 데 있다. 선행연구에서는 창의적 메타인지와 위험 감수가 창의성에 미칠 수 있는 긍정적인 영향에 대해 이론적으로 제시되었지만, 창의적 메타인지와 위험 감수가 교육 현장에서 학생들의 창의적 수행에 실질적으로 어떠한 역할을 하는지에 대한 경험적 연구는 거의 이뤄지지 않았다. 개인의 창의적 메타인지 수준은 창의적인 학생에 대한 교사와 학생들의 인식에 영향을 미칠 뿐만 아니라 창의적 수행에도 영향을 미친다는 점이 논의되어 왔다. 본 연구에서는 다양한 위험 감수 유형과 학교 맥락에서 제시된 창의적 수행 간의 관계에 대한 창의적 메타인지의 조절 효과를 확인하고자 하였다. 중학교 1학년과 2학년 학생 350명이 연구에 참여하였으며, 이 중 불성실한 응답을 제외한 319명의 자료를 분석에 활용하였다. 본 연구에서는 위계적 회귀분석(hierarchical regression analysis)을 통해 창의적 수행 하위 요인에 대한 위험 감수와 창의적 메타인지의 상호작용을 각각 확인하고자 하였다. 위험 감수와 창의적 메타인지의 상호작용이 유의한 경우 상호작용 효과의 특성을 확인하기 위해 평균 중심화된 점수를 기준으로 단순 기울기 검증을 실시하였다. 분석 결과는 위험 감수의 유형에 따라 창의적 수행 하위 요소에 대한 창의적 메타인지와의 상호작용이 다르게 나타난 다는 것을 확인하였다. 즉, 창의적 메타인지의 조절 효과는 위험을 감수하고자 하는 경향과 독창성 및 유용성의 관계에서 통계적으로 유의하게 나타났다. 위험 감수 성향과 위험 감수 경향은 모두 독창성을 직접적으로 예측하였으며, 창의적 메타인지가 높을수록 창의적 수행의 독창성에 대한 위험 감수 경향의 예측력이 높아졌다. 이러한 결과는 창의적 메타인지가 위험 감수 경향이 독창성에 미치는 긍정적인 영향을 강화할 수 있음을 보여준다. 또한, 분석 결과, 창의적 메타인지가 유용성을 직접적으로 예측하였으며, 위험 감수 경향과 유용성 사이 창의적 메타인지의 조절 효과 역시 확인하였다. 특히, 창의적 메타인지의 수준이 낮을 경우, 위험 감수 경향이 높을수록 창의적 수행에서 유용성 수준이 낮아지는 것을 확인하였다. 즉, 높은 창의적 메타인지는 위험 감수 경향이 유용성에 미칠 수 있는 부정적인 영향을 완화시키는 반면, 낮은 창의적 메타인지는 유용성에 미칠 수 있는 위험 감수 경향의 부정적인 영향을 강화할 수 있음을 확인하였다. 본 연구는 창의적 메타인지 수준에 따라 중학교 수업 맥락 내에서 다양한 유형의 위험 감수 유형 및 각 창의적 수행 하위 요인 사이의 관계에 어떠한 차이가 있는지를 확인하고 그 방법을 경험적으로 검증함으로써 기존 창의적 메타인지 문헌에 대한 이해를 넓혔다. 이러한 결과는 창의적 메타인지가 창의적 수행을 바탕으로 중학교 교육현장에 기여할 수 있는 가능성을 시사하였다. 본 연구의 교육적 시사점, 한계 및 후속 연구 가능성 역시 논의되었다.The theory and limited research demonstrated that creative metacognition and risk-taking play a crucial role in creativity, but little empirical research was examined how creative metacognition and risk-taking work in creative performance in educational practice. It has been discussed that creative metacognition not only demonstrates a positive influence on teacher and peers perceptions of creative students but also positively affects an individuals creative performance. The purpose of the present study was to investigate the moderating effects of high and low creative metacognition on the relationships between different risk-taking types (i.e., propensity for taking a risk, willingness to take a risk) and creative performance (i.e., general creativity, originality, usefulness) illustrated with a specific context. Data were obtained from 350 middle school students stemming from three different schools in South Korea. After eliminating the incomplete data, 319 students were selected as the final sample. A hierarchical regression analysis was used to conduct data analysis. Results from the analysis confirmed that different types of risk-taking interacted with creative metacognition differently on subfactors of creative performance. Moderating effects of creative metacognition were statistically significant with the relationships between willingness to take a risk and originality and usefulness. It was found that propensity for taking a risk and willingness to take a risk served as direct predictors of originality, and the effect became stronger when creative metacognition was higher. The result indicated that creative metacognition consolidated the positive effect of risk-taking on originality. In addition, results demonstrated that creative metacognition is served as a direct predictor of usefulness and a moderator of the relationship between willingness to take a risk and usefulness. In particular, with a low level of creative metacognition, the higher the risk-taking, the lower the usefulness. The results indicated that high creative metacognition alleviated the negative effect of risk-taking on usefulness, while low creative metacognition exhibited the negative effect of risk-taking on usefulness. This study added to the existing body of literature by empirically examining whether and how different creative metacognition levels affect the relationships between different types of risk-taking and subfactors of creative performance within the middle school context. These results demonstrated the possibilities of creative metacognition's contribution to the middle school curriculum based on creative performance. In the end, practical implications on the scoop of education, limitations, and recommendations for future research were discussed.Chapter 1. Introduction 1 1.1. Purpose of Research 1 1.2. Research Questions and Hypotheses 7 1.3. Definitions of Terminology 9 Chapter 2. Literature Review 12 2.1. Risk Taking 12 2.1.1. Exploring Risk in Creativity 12 2.1.1.1. Risk and Creativity 12 2.1.1.2. Risk Taking and Creative Personality 13 2.1.1.3. Risk Taking and Creative Environment 16 2.2. Creative Metacognition 228 2.2.1. Creative Metacognition and Creativity 20 2.2.2. Creative Metacognition in School 25 2.3. Creative Performance 28 2.3.1. Creativity and Creative Performance 28 2.3.1. Risk Taking and Creative Performance 29 2.3.2. Metacognition and Creative Performance 37 Chapter 3. Methods 39 3.1. Participants 39 3.2. Procedures 41 3.3. Measures 46 3.4. Data Analysis 51 Chapter 4. Results 53 4.1. Descriptive Statistics 53 4.2. Moderating Effect of Creative Metacognition on the Relationship Between Risk Taking and General Creativity 55 4.3 Moderating Effect of Creative Metacognition on the Relationship Between Risk Taking and Originality 58 4.4 Moderating Effect of Creative Metacognition on the Relationship Between Risk Taking and Usefulness 62 Chapter 5. Discussion 67 5.1. Summary and Discussion 67 5.2. Limitation and Directions for Future Research 70 Reference 82 Appendices 116Maste

An Exploration of Cognitive and Non-Cognitive Skills Relevant to Entrepreneurial Behavior Within a Video Game Environment

This qualitative, empirical study explored the cognitive and non-cognitive skills relevant to entrepreneurship exhibited by students as they played a simulation type video game known as Capitalism Lab. Entrepreneurship education programs and video games for learning have been and continue to be implemented all over the world as nations compete in a global economy. The use of entrepreneurship education programs and video games for learning influences the entrepreneurial knowledge, intent, and skills of the students who partake in them. While the application of cognitive and non-cognitive skills has been found to have a positive relationship with both student development and their long-term economic outcomes seems to be supported, the connection of cognitive/non-cognitive skills to specific entrepreneurship skills was unclear. The primary methods for data collection used in this study were 1) participant observation completed through reviewing screen capture recordings of Capitalism Lab gameplay and 2) semi-structured interviews. This study examined the in-game behaviors of six students as they individually played Capitalism Lab. The main goal was to seek insight into the cognitive and non-cognitive skills leveraged by the student while they played the game and how these skills may be related to areas of entrepreneurial skill. Connections were found between the cognitive and non-cognitive skills and entrepreneurial minds. The information gathered in this study may serve as a basis for further research into the investigation, development, and refinement of how the cognitive and non-cognitive skills related to entrepreneurship are exercised as students play video games

Public mental health during and after the SARS-CoV-2 pandemic: Opportunities for intervention via emotional self-efficacy and resilience

ImportanceDuring the pandemic, the number of United States adults reporting clinically significant symptoms of anxiety and depression sky-rocketed, up from 11% in 2020 to more than 40% in 2021. Our current mental healthcare system cannot adequately accommodate the current crisis; it is therefore important to identify opportunities for public mental health interventions.ObjectiveAssess whether modifiable emotional factors may offer a point of intervention for the mental health crisis.Design, setting, and participantsFrom January 13 to 15, 2022, adults living in the United States were recruited via Amazon Mechanical Turk to complete an anonymous survey.Main outcomes and measuresLinear regressions tested whether the primary outcomes during the SARS-CoV-2 pandemic (depressive and anxiety symptoms, burnout) were associated with hypothesized modifiable risk factors (loneliness and need for closure) and hypothesized modifiable protective factors (the ability to perceive emotions and connect with others emotionally; emotion-regulation efficacy; and resilience, or the ability to “bounce back” after negative events).ResultsThe sample included 1,323 adults (mean [SD] age 41.42 [12.52] years; 636 women [48%]), almost half of whom reported clinically significant depressive (29%) and/or anxiety (15%) symptoms. Approximately 90% of participants indicated feeling burned out at least once a year and nearly half of participants (45%) felt burned out once a week or more. In separate analyses, depressive symptoms (Model A), anxiety symptoms (Model B), and burnout (Model C) were statistically significantly associated with loneliness (βModel A, 0.38; 95% CI, 0.33–0.43; βModel B, 0.30; 95% CI, 0.26–0.36; βModel C, 0.34; 95% CI, 0.28–0.41), need for closure (βModel A, 0.09; 95% CI, 1.03–1.06; βModel B, 0.13; 95% CI, 0.97–0.17; βModel C, 0.11; 95% CI, 0.07–0.16), recent stressful life events (βModel A, 0.14; 95% CI, 0.10–0.17; βModel B, 0.14; 95% CI, 0.11–0.18; βModel C, 0.10; 95% CI, 0.06–0.15), and resilience (βModel A, −0.10; 95% CI, −0.15 to −0.05; βModel B, −0.18; 95% CI, −0.23 to −0.13; βModel C, −0.11; 95% CI, −0.17 to −0.05). In addition, depressive and anxiety symptoms were associated with emotional self-efficacy (βModel A, −0.17; 95% CI, −0.22 to −0.12; βModel B, −0.11; 95% CI, −0.17 to −0.06), and beliefs about the malleability of emotions (βModel A, −0.08; 95% CI, −0.12 to −0.03; βModel B, −0.09; 95% CI, −0.13 to −0.04). Associations between loneliness and symptoms were weaker among those with more emotional self-efficacy, more endorsement of emotion malleability beliefs, and greater resilience, in separate models. Analyses controlled for recent stressful life events, optimism, and social desirability.Conclusion and relevancePublic mental health interventions that teach resilience in response to negative events, emotional self-efficacy, and emotion-regulation efficacy may protect against the development of depressive symptoms, anxiety, and burnout, particularly in the context of a collective trauma. Emotional self-efficacy and regulation efficacy may mitigate the association between loneliness and mental health, but loneliness prevention research is also needed to address the current mental health crisis

Relevant Research Assessment Concerning Pilot Response to Unexpected Events. Task 2: Relevant Research Assessment

692M151940001This report is one of three from a Research Grant / Cooperative Agreement number 692M151940001 entitled, \u201cAir Carrier Training Recommendations to Address Limitations of Pilot Procedures during Unexpected Events in NextGen Operations\u201d. The related reports are also available in this repository.This report provides a review of the existent information pertinent to the response to novel, unexpected, surprising, and/or unanticipated events, primarily focused on the context of aviation. The primary effort here is to identify ways in which to mitigate the brittleness of accepted traditional forms of response and to foster both adaptive and resilient response capacities throughout the whole of the operational systems. We have examined existing information and have assembled a series of definitions of terms and concepts, primarily revolving around resilient response. We look to knit these terms together and evaluate how the synthetic understanding can be used as a foundational basis for advance. This is a proactive perspective and one that looks to anticipate future threats to aerospace safety to counteract their more adverse influences. The work also provides the foundation for subsequent empirical evaluations of possible challenges by those experiencing unexpected events

Curriculum Unit: Developing Morals and Critical and Creative Thinking Skills through the Novel: Number the Stars by Lois Lowry

Moral education is needed in the public schools for many reasons. Violent crimes and dishonesty are rampant throughout the younger generation. David Purpel (1989), a major educator in the field of moral education, believes that we are in a cultural, political, and moral crisis and hence an educational crisis. He states that it is imperative that we confront the nature of this crisis. Purpel\u27s major assertion is the critical importance of educators\u27 broad responsibility for the state of the culture as it relates to their specific responsibility for the quality of the educational program (1989, 2). Teaching moral education, using critical and creative thinking through literature, is a very interesting and efficient teaching practice. Many highly respected educators have written that critical and creative thinking should be taught in schools and they also recommend teaching moral reasoning through literature. This paper reviews the work of David Purpel, Ronald Galbraith and Thomas Jones, Thomas Lickona, Raymond Nickerson, Linda Lamme, Robert Ennis, Delores Gallo, Richard Paul, Shari Tishman, T. Tardiff and Theresa Amabile. Using these authors for my rationale, I have created an interdisciplinary curriculum unit that teaches moral education and critical and creative skills using the novel, Number The Stars by Lois Lowry (1989). In this paper, I will review literature about teaching moral education. I will offer a unit on the book, Number The Stars by Lois Lowry, in which I use the practices recommended by authors reviewed. I will also discuss the use of open-ended questions to practice and assess the concepts taught. This paper concludes with a unit of several lessons designed to be taught in a fourth grade classroom, but it can be altered to meet the needs of any particular group of students. It is my hope that an educator can follow the format that the six lessons are developed in and continue this format to create the rest of the lessons for the novel. This unit will provide an example as teachers try to integrate these techniques and ideas into other novels and curriculum

Navy SEALS - Crossing Cultures: Cross-Cultural Competence and Decision Styles

U.S. military cross-cultural competence is currently deficient, as Special Operations Forces (SOF) personnel assessments fail to explicitly consider aspects related to cross-cultural competence and lack processes specifically tailored to cross-cultural personnel assignments. Researchers, however, have identified eleven attributes that contribute to military cross-cultural competence; this study uses these attributes to explore whether decision styles and demographics correlate with cross-cultural competence. Building on existing work on the attributes of military cross-cultural competence (defined in this study as the ability to quickly and accurately assess, then effectively act, in a culturally complex environment to achieve mission results), I first examined the attribute profiles of experienced Navy Sea, Air, and Land Forces (SEALs) to distinguish between cross-cultural superior and substandard scorers. Logistic regression analysis was then used to estimate relationships between several demographic and decision-style factors and individual scores in cross-cultural competence. The analysis concluded with a comparison of attribute profiles of experienced and newly minted SEALs. Throughout the analyses, all statistical testing was done at the 5% level of significance or stronger. Although 7.5% of the entire active SEAL community participated in the research (n = 253), the empirical results are suggestive but far from conclusive. For example, results revealed statistically significant correlations among the 11 factors associated with cross-cultural competence and decision-style factors (especially the need for cognition) and two demographic traits. Based on the attribute profiles of superior and substandard scorers, it appears SEALs have registered strong cross-cultural competence baselines. Furthermore, mean scores for the entire SEAL population in the study revealed a strong cognitive style attribute profile from a cross-cultural competence perspective. Additional analysis indicated newly minted SEALs, especially those with high scores in need for cognition, may be better positioned than the average experienced SEAL to perform well when engaging with foreign partners. Although this is the first study that assesses a decision-style model for correlation with cross-cultural competence (and more research is needed), it suggests decision styles may be a useful tool for selection, assessment, and assignment of military personnel who deal extensively across cultures (e.g., Army Green Berets, Foreign Area Officers, and SOF Liaison Officers)

The burnout construct with reference to healthcare providers : a narrative review

Burnout syndrome is a psychological response to long-term exposure to occupational stressors. It is characterized by emotional exhaustion, cognitive weariness and physical fatigue, and it may occur in association with any occupation, but is most frequently observed among professionals who work directly with people, particularly in institutional settings. Healthcare professionals who work directly with patients and are frequently exposed to work overload and excessive clinical demands, to ethical dilemmas, to pressing occupational schedules and to managerial challenges; who have to make complex judgements and difficult decisions; and who have relatively little autonomy over their job-related tasks are at risk of developing clinical burnout. In turn, clinical burnout among clinicians has a negative impact on the quality and safety of treatment, and on the overall professional performance of healthcare systems. Healthcare workers with burnout are more likely to make mistakes and to be subjected to medical malpractice claims, than do those who are burnout-naïve. Experiencing the emotional values of autonomy, competence and relatedness are essential work-related psychological needs, which have to be satisfied to promote feelings of self-realization and meaningfulness in relation to work activities, thus reducing burnout risk. Importantly, an autonomy-supportive rather than a controlling style of management decreases burnout risk and promotes self-actualization, self-esteem and a general feeling of well-being in both those in charge and in their subordinates. The purpose of this article is to discuss some of the elements constituting the burnout construct with the view of gaining a better understanding of the complex multifactorial nature of burnout. This may facilitate the development and implementation of both personal, behavioural and organizational interventions to deal with the burnout syndrome and its ramifications.http://www.sagepub.com/journals/Journal202144dm2022Dental Management Science