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Differences in Mathematical Performance, Creativity Potential, and Need for Cognitive Closure between Chinese and Australian Students
Author(s) -
Ma ChoiChi Evelene,
Rapee Ronald M.
Publication year - 2015
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/jocb.67
Subject(s) - creativity , preference , predictability , closure (psychology) , cognition , psychology , mathematics education , cognitive style , sample (material) , social psychology , mathematics , statistics , political science , chemistry , chromatography , neuroscience , law
Abstract Research has shown that C hinese students outperform students from several W estern countries on mathematics performance while some evidence has suggested that W estern students perform more strongly on tests of creativity. One potential mechanism for these differences may be a higher need for cognitive closure among C hinese students. The current research compared performance on tests of mathematics and creativity among 50 students of C hinese background and 49 A ustralian students of A nglo‐ S axon background. As predicted, C hinese students performed better on mathematics while A ustralian students performed better on the measure of creativity. Australian students also had a lower score on one subscale of the need for cognitive closure, preference for predictability. Across the sample, preference for predictability showed small but significant negative correlations with several measures of creativity and positive correlations with several measures of mathematics. These findings were interpreted with respect to characteristic educational practices in both nations.