European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
Volume 3 │ Issue 3 │ 2017
doi: 10.5281/zenodo.322534
THE RELATIONSHIP BETWEEN CREATIVE THINKING
AND MOTIVATION TO LEARN CREATIVE THINKING AMONG
PRE-SCHOOLERS IN JORDAN
Mohammad Ahmad Abdelaziz Al-Zu’bii,
Mohd Sofian Omar-Fauzee2,
Amrita Kaur3
1
Education Department, Universiti Utara Malaysia, Malaysia
1
2,3
Ministry of Education, Jordan
Education Department, Universiti Utara Malaysia, Malaysia
Abstract:
The investigation of the level of creative thinking and motivation to learn creative
thinking, and the relationship between both of them, in Jordan is still insufficient due to
lack of interest and research among researchers and scholars. Therefore, this study
examines the relationship between creative thinking and motivation to learn creative
thinking among pre-school children in Jordan. A total of 102 students from one
kindergarten was examined. Parental consent was obtained before the study was
conducted. The result from the analysis posited that there is a medium level of
motivation to learn creative thinking (64.7%). The means of TCAM scores and its
dimensions were: TCAM overall score (M= 68.24, SD= 14.615), Fluency (M= 17.53, SD=
4.776), Originality (M= 25.7, SD= 8.264), and Imagination (M= 25.01, SD= 3.793). In
addition, there is a positive statistically significant correlation (0.573) among the total of
creative thinking scores and the total of motivation to learn creative thinking. Spearman
correlation was used to evaluate the overall relationship between creative thinking and
motivation to learn creative thinking. A strong positive correlation was found between
creative thinking and motivation to learn creative thinking scores of pre-school
children. The present study has also discussed the findings, the limitations and the
recommendations.
Copyright © The Author(s). All Rights Reserved.
© 2015 – 2017 Open Access Publishing Group
426
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
Keywords: creative thinking, motivation to learn creative thinking, Jordanian preschool children.
1. Introduction
It is accepted that the pre-school stage is indeed very important in promoting creative
thinking (Isenberg and Jalongo, 2014), though it is recommended that further studies
are needed on creative thinking at the preschool stage. (Garaigordobil and Berrueco,
2011).
There are many studies (e.g. Balhan, 2005; Garaigordobil and Berrueco, 2011;
Shawareb, 2011) which have shown the effectiveness of training on creative thinking for
pre-school children. This confirms that programs of creative thinking are indeed useful
for children at preschool stage.
A measure of creative thinking shown as a score, and which included pre-school
stage, was built by Torrance (1981). This measure was very useful as it was considered
very important to know the level of creative thinking among children, which in turn
contributed to the development of the main aspects of cognitive and thinking process.
Many studies have also found a relationship between children’s motivation at preschool
age and early elementary school success, controlling for children’s initial cognitive
abilities Mokrova, O’”rien, M., Calkins, Leerkes, and Marcovitch,
. This study
found that math and language skills of children at kindergarten and next stages could
be positively predicted from a child’s motivation at preschool, controlling for initial
cognitive-linguistic skills. Additionally, Mokrova et. al. (2013) indicated that higher
levels of academic success in first grade could be related to children with higher levels
of motivation at preschool age.
Hence, it is established that motivation to learn and creative thinking as
outcomes of the educational process are important for subsequent educational stages.
Better academic performance and success at the next stages has been shown by students
with higher level of learning motivation and creative thinking.
While motivation to learn and creative thinking have been separately studied,
there is a dearth of studies that address the relationship between motivation to learn
and creative thinking. Therefore, the present study aims to investigate the relationship
between motivation to learn creative thinking and creative thinking among
preschoolers in Jordan.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
427
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
2. Creative thinking
Creative Thinking has drawn multiple understanding amongst researchers. According
to Guilford
, creative thinking is the process of using both convergent and divergent
cognitive skills, for the purposes of evaluating an existing, or creating a new, idea or product .
Torrance
,
viewed creative thinking as the process of sensing difficulties,
problems, gaps in information, missing elements, something askew; making guesses and
formulating hypotheses about these deficiencies . He said that sensing difficulties is essential
for creativity to be applied to formulate hypotheses and arrive at solutions. A solution
needs to be tested and re-tested before it can be accepted and communicated.
Creative thinking uses imagination and intellect to move from an existing
knowledge base to new ideas and new thought. As Olsn (1999) pointed out, it is the
realization of the intellectual personality of an individual in situations of everyday
occurrence. Breckenridge & Murphy (1963) have found many aspects of creative
thinking in preschoolers. Reading heightens their relationship between imagination and
creativity. Children draw ideas from the environment and adapt them to their own use.
Many studies of creativity have looked at different age-bands of children at
preschool. It is observed that creative thinking with greater freedom is more prevalent
in children between the age of five and six as compared to older children. The peak
period of cultivating creativity seems to be in the age-group up to five years. With
creativity flourishing at about four and half years (Dacey, 1989; Ford & Harris, 1992;
Khatena, 1971; Meador, 1992).
Several studies focus on how creativity can be taught in school and how
opportunities can be provided for the same. Some suggestions for developing creativity
include providing the right and positive environment, and using well-organized
materials and techniques. This brings out suppressed personalities and lets them thrive
in an atmosphere of freedom and institutional support. The ideal climate for creativity
is to let the student work independently. (Slabbert, 1994; Torrance, 1964; Suwantra,
1994).
3. Motivation to Learn
"Learning Motivation" or "Motivation to Learn" are used synonymously. Researchers
who use Learning Motivation include Dörnyei, (1996); Ehrman, (1996); and Gardner,
(1985). Researchers who use Motivation to Learn include DeBacker and Nelson, (2000);
Glynn Aultman, and Owens, (2005); Froiland, Oros, Smith, and Hirchert, (2012).
Learning motivation refers to a classroom attitude to education. According to Qotami
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
428
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
(1989), the school has an important role in providing classroom attitudes and
experiences on which learning motivation depends. Low learning motivation has led to
school problems like dropouts, low achievement, and problematic educational
behaviour. Schools which continue providing learning motivation to students help in
high achievement. ”rophy
supposed that the learning motivation is a student’s
trend to find educational and academic activities have more interest and saturation
their academic needs. According to Woolfolk (1990) learning motivation helps the
student achieve the learning goals, and understanding and improving the learning
experience.
Literature is increasingly focusing on children’s academic achievement and the
role of motivation in the same. Students’ interest in various school subjects, tasks, or
activities is the focus of one of the frameworks of motivation in school. Student interests
is described through task value (Eccles et al. 1983), task motivation (Aunola, Leskinen,
& Nurmi, 2006; Nurmi & Aunola 2005), intrinsic motivation (Deci et al. 1991; Gottfried
1990), and interest (Renninger 1992; Schiefele 1996). Motivation and motivated behavior
is central to the student’s interest in activities Deci & Ryan
; Schiefele 1991).
Pakarinen, et al. (2010) looked at preschool children and found that learning motivation
is used to refer to task values, intrinsic motivation, and interest. In particular, it refers to
learning activities typical in kindergarten. For example, activities related to letters,
rhyming, mathematics, listening to storybook reading, music, outdoor play, nature,
creativity, and art and crafts. In addition, they also investigated wider range of
activities, systematic teaching of reading and mathematics.
4. Motivation and Creativity
Motivation and creativity are closely related, as seen in literature and previous studies.
Of the six elements of creativity as seen by Perkins (1985), four are closely related to
motivation: creating order out of chaos, risk taking, willingness to ask unexpected
questions, and being challenged by an area. Thus, motivation is important for achieving
creativity.
The three main aspects of the creativity model by Torrance and Safter (1999)
included creative abilities, creative skills, and creative motivations. High levels of
creative achievements arise from a combination of creative motivations (example, some
type of commitment) and the skills of creative abilities. Inherent creative abilities,
acquired creative skills and enhanced creative motivation are seen in high creative
achievers.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
429
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
Objective: The present study is a cross-sectional study aimed at investigating the
relationship between motivation to learn creative thinking and creative thinking among
preschoolers in Jordan.
5. Research Methodology
5.1 The Population and Sampling of the Study
The population of the present study was all preschoolers in Jordan. A sample of 102
preschoolers of age 5 years were selected randomly from one kindergarten in Amman
City. The sampling was done randomly for the survey.
5.2 Instrumentation
For the purposes of the present study, two instruments were used: Motivation to Learn
Creative Thinking Scale (MLCT-Scale) and Thinking Creatively in Action and
Movement.
MLCT-Scale: for purpose of the present study, the researcher adapted Motivation
to Learn Creative Thinking Scale (MLCT-Scale) from two scales: Intrinsic Motivation
Inventory IMI (Ryan, 1982; Ryan, Mims & Koestner, 1983; Ryan, Koestner, and Deci,
1991) and Learning Motivation Scale (Stephanou, 2014). This was used to investigate
preschool children’s motivation for learning creative thinking.
The IMI scale has 45 items with 7 subscales: interest/enjoyment, perceived
competence, effort/ importance, pressure/ tension, perceived choice, value / usefulness,
and relatedness.
The Learning Motivation Scale was developed by Stephanou (2014) from earlier
work by other researchers (Eccles 1993; Nurmi and Aunola 1999, 2005; Spinath and
Spinath 2005). This contained from 4 items classed in 2 dimensions: intrinsic interest (2
items) and learning goals (2 items).
The researcher used the items of IMI and changed the language style to suit
teacher observations of the kid e.g. the original item from IMI I would describe this
activity as very interesting was changed to the student finds creativity class very
interesting . In addition, the word activity in the original scale was changed to
creativity class
this task
e.g. the original item at IMI I am satisfied with my performance at
was changed to
this student is satisfied with his performance in the
creativity class .
Similarly, the researcher used the items of the Learning Motivation Scale with
change the language style to suitable teacher observes the kid (e.g. the original item
you can use these bars to show me how important is it for you to learn new things
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
430
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
about letter was changed to learning new things about creativity are important for
this student . Moreover, the words
creativity
letter
and
number
were changed to
e.g. the original item you can use these bars to show me, in school, how
much you want to really understand new things about numbers was changed to this
students wants to understand new things about creativity .
The first version of the MLCT-Scale was 23 items on five points likert scale from
1= not all true to 5= very true, the researcher provided the MLCT-Scale to five
professors at educational psychology, and childhood psychology; to extract the content
validity of scale (see appendix).
Furthermore, the researcher provided the scale to 110 students (KG2) at one
kindergarten (Alnnajum Assatea kindergarten) and the Exploratory Factor Analyses
EFA was used at data analysis. Based on exploratory factor analysis (EFA), principle
axis factoring method was used to explore the loadings of active factors of creative
thinking questionnaire. For sample size assumption, Kaiser-Meyer-Olkin showed high
value (0.894) with significant Bartlett's Test of Sphericity (<0.001). Initial analysis
showed five factors which related with most of results outcomes which achieved
cumulative eigenvalues with 72.756%.
In addition, the researcher extracted the reliability of MLCT-Scale, where the
Reliability of each new component and overall reliability was counted based on
Cronbach’s alpha. The selection of final factors was dependent on the acceptable values
of Cronbach’s alpha.
For purposes of the current study, the researcher extracted the reliability to
MLCT-Scale, and determined the reliability of the scale using Cronbach’s alpha.
students received the scale in the same kindergarten. In the table below, Cronbach’s
alpha is seen at an acceptable value (0.79). This means the questionnaire was ready to be
used for data collection.
Table 1: The Cronbach’s “lpha for the MLCT-Scale
Factor
Cronbach’s
alpha
Interest of
Perceived
Pressure and
Effort of
learning
Competence of
Tension of
learning
learning
learning
0.916
0.843
0.902
0.911
Enjoyment of No. of
Items
learning
0.869
21
Overall
Cronbach’s
0.939
alpha
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
431
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
TCAM: The existence of creativity among preschool children (kindergartens) was first
tested by Torrance (1981) using Thinking Creatively in Action and Movement (TCAM).
His observations on the ways in which kids express creativity in pre-school and in
child-care centers led to this test. Additionally, creativity tests in performance and
movement were also added by Torrance. This development was deemed appropriate
for pre-school children. Four activities make up the test: Activity 1 - How Many Ways?
Fluency and originality in seeking alternate ways across the floor is assessed; Activity 2
- Can You Move Like? This looks at the child’s imagination to move like animals or a
tree; Activity 3 - What Other Ways? What is the fluency and originality in placing a
paper cup in a waste basket; and finally Activity 4 - What Might It Be? How fluently
with originality can alternate uses for a paper cup be found. Materials required are
paper cups, a wastebasket, pencils, and red and yellow tapes.
In this study, the researcher extracted the reliability to TCAM, and determined
the reliability for the test through using Cronbach’s alpha.
administered the test in the same kindergarten. In table
-students were
, Cronbach’s alpha shows an
acceptable value (0.84). This means the questionnaire was ready to be used for data
collection.
Table 2: The Cronbach's Alpha for TCAM
Cronbach's Alpha
Cronbach's Alpha Based on Standardized Items
Nu. of Items
0.78
12
0.84
“ll the
items in the table above showed an acceptable range of Cronbach’s alpha,
Hence there was no need for readjustment and retest of the pilot study.
5.3 Procedure
The researcher has chosen one kindergarten on random basis in Amman city to
participate in the present study. Then, the researcher obtained the approval from the
kindergarten to conduct the present study. Parental consent was also obtained before
the study was conducted.
The researcher explained to teachers the aims of the present study, as well as
gave instructions to the teachers to fill the MLCT-Scale and TCAM. The MLCT-Scale
took 5-minutes to complete, while the TCAM took 10-minutes to complete.
5.4 Data Analysis
The aim of the present study is to investigate the relationship between creative thinking
and the motivation to learn creative thinking among pre-schoolers in Jordan. For this
purpose, the data was analyzed using percentage of answers and Spearman correlation.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
432
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
6. Results
6.1 The Level of Motivation to Learn Creative Thinking and Creative Thinking
For the general evaluation of Motivation to Learn Creative Thinking, the medium level
(64.7%) was the most common frequent level. High level was 18.6% and low level was
16.7), as shown in the Figure below:
Figure 1: The general evaluation of Motivation to Learn Creative Thinking
The level of Motivation to Learn Creative
Thinking among pre-schoolers
64.7
70
60
50
40
30
20
18.6
16.7
10
0
high
medium
low
For the general evaluation of TCAM and its dimensions, the mean score was TCAM
(M= 68.24, SD= 14.615), Fluency (M= 17.53, SD= 4.776), Originality (M= 25.7, SD= 8.264),
and Imagination (M= 25.01, SD= 3.793), as shown in the Figure 2.
Figure 2: The general evaluation the dimensions of TCAM
the Means of the dimensions of TCAM
30
25.7
25.01
Originality
Imagination
25
20
17.53
15
10
5
0
Fluency
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
433
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
6.2 The Comparison based on levels of Motivation to Learn Creative Thinking and
Creative Thinking
Spearman test was the appropriate statistical test used to determine the correlation
between motivation to learn creative thinking and creative thinking. Significant strong
positive correlation was found between motivation to learn creative thinking and
creative thinking (r = 0.573, p value =0.001)
Table 4: The correlation coefficient between Creative Thinking and Motivation to
Learn Creative Thinking
Spearman's rho
Motivation to Learn
Creative Thinking
creative thinking
Correlation Coefficient
.573*
Sig. (2-tailed)
.001
N
102
Correlation is significant at the 0.05 level (2-tailed).*
7. Discussions
This section discusses the results of the present study through analyses of the results.
Table (4) illustrates the percentage of Motivation to Learn Creative Thinking among
preschoolers.
Table 4: The level of Motivation to Learn Creative Thinking
The level
High
Medium
Low
Percentage
18.6%
64.7%
16.7%
The results show that the level of Motivation to Learn Creative Thinking among
preschoolers is at a Medium level (64.7%).
This result conforms to the previous studies (e.g. Ayadat and Tahat, 2009; Jarwan
and Abadi, 2010; Stephanou, 2014). The results in the previous studies (e.g. Ayadat &
Tahat, 2009; Jarwan & Abadi, 2010; Stephanou, 2014) had shown a medium level of
learning motivation among preschool children.
Ayadat and Tahat (2009) mentioned the reasons of these results as using suitable
educational tools which attract the kids, especially if the tool involved sounds and
movements. Jarwan and Abadi, 2010 however identified the reasons as using multi
learning styles in the classroom. According to them, using multi learning styles attracts
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
434
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
pre-school children. Thus, this procedure will be a positive factor in the learning
process.
Stephanou (2014) focused on the nature of relationship between teacher and
student. Children’s competence beliefs, learning motivation, and school performance in
both mathematics and literacy were significantly and positively impacted by their
feeling for the perceived quality of their relationship with their teachers, and their
emotions about their teachers. (Stephanou, 2014).
The Table below illustrates the percentage of TCAM and its dimensions among
preschoolers.
Table 5: The mean of TCAM and its dimensions
The TCAM dimensions
Mean
Fluency
Originality
Imagination
TCAM overall score
SD
17.53
25.7
25.01
68.24
14.615
These results confirm the findings of the studies mentioned by Feldhusen and
Clinkenbeard (1986), and Torrance (1964), that preschoolers have creative thinking and
it is possible to teach them creative thinking through using instructional materials and
educational procedures.
Furthermore, the results show that the mean score of TCAM and its dimensions
among preschoolers is:
TCAM (68.24), Fluency (17.53), Originality (25.7), and
Imagination (25.01). This result conforms to previous studies (Balhan, 2005; Khadir &
Bishara, 2011; Garaigordobil, & Berrueco, 2011; Suwantra, 1994).
Balhan (2005); Khadir and Bishara (2011); and Garaigordobil & Berrueco (2011).
They found the reason that preschoolers have the creative thinking is because they like
to explore new things and search for the relation between things. This enables them to
use the creative thinking to explore new things and create relations between things,
which is useful to facility the learning process (Balhan, 2005; Khadir & Bishara, 2011;
and Garaigordobil & Berrueco, 2011).
As for the Comparison based on scores of Motivation to Learn Creative Thinking
and creative thinking as illustrated in table (3), the results of the relationship between
them shows that there are positive significant correlation of their total scores among
pre-school children, with a coefficient of (0.573). The result of the present study
conforms to previous studies (Lew & Cho, 2013; Radwan, 2004). Lew & Cho (2013);
Shaban (2013) also found a positive significant correlation between Creativity and
Motivation. Furthermore, the results of study of Radwan (2004) also affirm the positive
significant correlation between cognitive motivation and creative thinking.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
435
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
Both studies of Lew and Cho (2013) and Radwan (2004) confirmed that the reason for
the positive relationship between Creativity and Motivation is that kids with a high
level of motivation always have a desire for more understanding and to obtain more
knowledge. Thus, this factor has a positive impact on the learning process.
Another reason reported by Radwan (2004) was that in kindergarten children
practice exploration activities to obtain a lot of information, which helps them to solve
the problems that they face. They are able to produce more solutions to the problems
they face and this factor is useful in developing the learning process (Radwan, 2004).
Shaban (2013) attributed the reason for the relationship between motivation and
creative thinking to the nature of activities provided to students, which develop
creativity among students where the activities are applied and conducted through play
and stories. This enhances the student’s imagination and creates many ways to solve
problems. This is a positive factor to develop their learning process and increase their
academic performance.
The results of the present study about the positive relationship between creative
thinking and motivation to learn creative thinking, and the results of the previous
studies (e.g. Lew & Cho (2013); Radwan (2004); Shaban (2013), can lead to the
summarization of the reasons of the positive relationship between creative thinking and
motivation to learn creative thinking as follows: (i) the desire to understand and obtain
more knowledge (ii) The practice of children in kindergarten of exploring activities to
obtain a lot of information that help them solve the problems they face (iii) the nature of
relation between creative thinking and motivation to learn creative thinking where the
common variable between them is creative thinking..
7.1 Limitation
The main problem faced in the present study is that more kindergartens could not be
surveyed because of logistics limitations. Therefore, the number of kindergartens
surveyed was limited to just one kindergarten in Amman City. Another study should
focus on more kindergartens in order to generalize the results.
7.2 Suggestion and Future Investigation
It is suggested to set up an evaluation committee in the Ministry of education in Jordan
to record and evaluate the level of creative thinking and motivation to learn creative
thinking among pre-school children, and to develop the level of creative thinking and
motivation to learn creative thinking through educational programs and interventions.
Hence, a qualitative research and an experimental study, over a period of time,
should be conducted to develop the level of creative thinking and motivation to learn
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
436
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
creative thinking to obtain better results. Moreover, since the technology of IPad has
been greatly employed by most families nowadays, perhaps the study on how IPad
influences children's creativity and motivation to learn should also be examined.
Furthermore, developing and increasing the levels of creative thinking and
motivation to learn creative thinking should be addressed through conducting
experimental studies which address training programs and interventions based on
educational psychology theories. Additionally benefits should be drawn from other
educational fields such as educational technology where there are a lot of tools that will
be useful to attract pre-school children at kindergartens.
Finally, the present study addressed preschool children, whereas another study
could focus on other educational stages in order to generalize the results.
References
1. Aunola, K., Leskinen, E., & Nurmi, J.-E. (2006). Developmental dynamics
between mathematical performance, task-motivation, and teachers’ goals during
the transition to primary school. British Journal of Educational Psychology, 76, 21–
40.
2. Aunola, K., & Nurmi, J. E. (2005). The role of parenting styles in children's
problem behavior. Child development, 76(6), 1144-1159.
3. Ayadat, Y., & Tahat, W. (2009). The impact of educational software to develop
reading and writing skills and learning motivation among kindergartens
children. Education College Journal, 33(3), 151-191.
4. Balhan, E. (2005). The effect of play activities on creative thinking development
among kindergarten children. Education and social studies, 11(1), 227-272.
5. Breckenridge, M. E., & Murphy, M. N. (1963). Growth and development of the child
(7th ed.). Philadelphia: W. B. Saunders Company.
6. Brophy, J. (1989). On motivating students in D. Berliner, and B., Rosennshine
(Eds), Talks to teachers, N.Y., Random House, (1988), P:205.
7. Dacey, J. S. (1989). Fundamentals of creative thinking. Massachusetts: D. C. Heath &
Company.
8. DeBacker, T. K., & Nelson, R. M. (2000). Motivation to learn science: Differences
related to gender, class type, and ability. The Journal of Educational Research, 93(4),
245-254.
9. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior. New York: Plenum.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
437
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
10. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and
education: The self-determination perspective. Educational Psychologist, 26(3&4),
325-346.
11. Dörnyei, Z. (1996). Moving language learning motivation to a larger platform for
theory and practice. Language learning motivation: Pathways to the new century, 7180.
12. Eccles, J. S.
. School and Family Effects on the Ontogeny of Children’s
Interests, Self perceptions, and “ctivity Choices. In Developmental Perspectives on
Motivation,
edited
by J. Jacobs, 145–208. Lincoln: University of Nebraska Press.
13. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et
al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.),
Achievement and achievement motives (pp. 75–146). San Francisco: Freeman.
14. Ehrman, M. E. (1996). Understanding second language learning difficulties. London:
Sage Publications.
15. Feldhusen, J. F., & Clinkenbeard, P. R. (1986). Creativity instructional materials:
A review of research. The Journal of Creative Behavior, 20, 153-182.
16. Ford, D. Y., & Harris, J. J. (1992). The elusive definition of creativity. Journal of
creativity, 26(3) 136-196.
17. Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to
learn: The nexus between psychological health and academic success.
Contemporary School Psychology: Formerly" The California School Psychologist", 16(1),
91-100.
18. Garaigordobil, M., & Berrueco, L. (2011). Effects of a play program on creative
thinking of preschool children. The Spanish journal of psychology, 14(02), 608-618.
19. Gardner, R. C (1985). Social psychology and second language learning: The
role of attitudes and motivation. London: Edward Arnold.
20. Glynn, S. M., Aultman, L. P., & Owens, A. M. (2005). Motivation to leam in
general education programs. Journal of General Education, 54,150-166.
21. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary
school children. Journal of Educational Psychology, 82, 525–538.
22. Guilford, J. P. (1950). Creativity. The American Psychologist, 14, 444-454.
23. Howse, R. B., Lange, G., Farran, D. C., & Boyles, C. D. (2003). Motivation and
self-regulation as predictors of achievement in economically disadvantaged
young children. The Journal of Experimental Education, 71(2), 151-174.
24. Isenberg, P. J., & Jalongo, R. M. (2014). Creative Thinking and Arts-Based Learning
Preschool Thorough Fourth Grade. Boston: Pearson Education.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
438
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
25. Jarwan, F., & Abadi, Z. (2010). Effectiveness of educational program based on
multiple intelligences theory on development creative thinking and learning
motivation among preschool children, Journal of psychological counselling, 25, 109138.
26. Khatena, J. (1971). Teaching disadvantaged preschool children to think creatively
with pictures. Journal of Educational Psychology. 62(5), 384-386.
27. Meador, K. S. (1992). Emerging rainbows: A review of the literature on creativity
in pre-schoolers. Journal for the Education of the Gifted, 15(2), 163-181.
28. Mokrova, I. L., O’”rien, M., Calkins, S. D., Leerkes, E. M., & Marcovitch, S.
(2013). The role of persistence at preschool age in academic skills at
kindergarten. European journal of psychology of education, 28(4), 1495-1503.
29. Nurmi, J. E., & K. “unola.
.
Task-Value Scale for Children (TVS-C).
Unpublished test material, University of Jyvaskyla, Finland.
30. Nurmi, J. E., & K. “unola.
. Task-motivation During the First School Years:
A Person – Oriented “pproach to Longitudinal Data. Learning and Instruction 15,
103–122.
31. Olsn, J. A. (1999). What academic librarians should know about creative
thinking. Journal of Academic Librarianship. 25(5), 5, 383-390.
32. Pakarinen, E., Kiuru, N., Lerkkanen, M. K., Poikkeus, A. M., Siekkinen, M., &
Nurmi, J. E. (2010). Classroom organization and teacher stress predict learning
motivation
in
kindergarten
children. European
Journal
of
Psychology
of
Education, 25(3), 281-300.
33. Perkins, D. (1985). What Creative Thinking Is. In A. L. Costa (Ed.), developing
minds: A resource book for teaching thinking. pp. 85-88 Alexandria, VA: Association
for Supervision and Curriculum Development.
34. Qotami, Y. (1989). The psychology of classroom learning. Lebanon: Dar Ashoroq.
35. Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An
extension of cognitive evaluation theory. Journal of personality and social
psychology, 43(3), 450.
36. Renninger, K. A. (1992). Individual interest and development. In A. Renninger, S.
Hidi, & A. Krapp (Eds.), the role of interest in learning and development (pp. 361–
395). Hillsdale: Erlbaum.
37. Schiefele, U. (1991). Interest, learning and motivation. Educational Psychologist,
26(3–4), 299–323.
38. Schiefele, U. (1996). Topic interest, text representation, and quality of experience.
Contemporary Educational Psychology, 21, 3–18.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
439
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
39. Shaban, S. (2013). The relationship between intrinsic motivation and creative thinking
among sample of school students in Damascus city (unpublished master thesis,
Damascus University).
40. Shawareb, A. (2011). The effects of computer use on creative thinking among
kindergarten children in Jordan. Journal of Instructional Psychology, 38(4), 213-220.
41. Slabbert, J. A. (1994). Creativity in education revisited: Reflection in aid of
progression. The Journal of Creative Behavior, 28(1), 60-69.
42. Spinath, ”., and F. M. Spinath.
. Longitudinal “nalysis of the Link between
Learning Motivation and Competence Beliefs Among Elementary School
Children. Learning and Instruction 15,87–102.
43. Stephanou, G. (2014). Feelings towards child–teacher relationships, and emotions
about the teacher in kindergarten: effects on learning motivation, competence
beliefs and performance in mathematics and literacy. European Early Childhood
Education Research Journal, 22(4), 457-477.
44. Suwantra, P. (1994). Effects of the Creativity Training Program on Pre-schoolers
(Unpublished doctor dissertation, Illinois State University).
45. Torrance, E. P. (1964). Guiding creative talents (5th Ed.) Englewood Cliffs, New
York: Prentice Hall.
46. Torrance, E. P. (1965). Mental health and constructive behavior. Belmont, CA:
Wadsworth.
47. Torrance, E.P. (1974). Torrance tests of creative thinking. Lexington, MA: Ginn &
Co.
48. Torrance, E. P. (1981). Thinking Creatively in Action Movement: Administration,
scoring and norms manual Bensenville. IL: Scholastic Testing Service.
49. Torrance, E. P., & Safter, H. T. (1999). Making the creative leap beyond. Buffalo, NY:
Creative Education Foundation.
50. Woolfolk, A., (1990). Educational Psychology. NJ: Prentic-Hall, Engle-Wood.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
440
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
Appendix
Motivation to Learn Creative Thinking Scale (MLCT-Scale)
A. Interest of learning:
1. The student holds his attention at creativity class.
2. The student finds creativity class very interesting.
3. For this student, learning to draw is fun in this class.
4. For this student, coloring is fun in this class.
5. Learning new things about creativity are important for this student.
6. This student wants to understand new things about creativity.
7. This student felt calm at the creativity class.
B. Perceived Competence of learning:
8. This student is pretty good at creativity class.
9. This student did pretty well at the creativity class, compared to other students.
10. After working at the creativity class for a while, this student felt a pretty
competent.
11. This student satisfied with his performance at the creativity class.
12. This student was pretty skilled at the creativity class.
13. This student couldn't do very well at the creativity class.
C. Pressure and Tension of learning:
14. This student felt very tense while doing the activities at the creativity class.
15. This student was anxious while working on the activities at the creativity class.
16. This student felt pressured while doing these activities at the creativity class.
D. Effort of learning:
17. This student puts a lot of effort in creativity class.
18. This student tries very hard to do well in creativity class.
19. It is important for this student to do well in creativity class.
E. Enjoyment of learning:
20. The student has fun at the creativity class.
21. The student enjoys the creativity class very much.
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
441
Mohammad Ahmad Abdelaziz Al-Zu’bi, Mohd Sofian Omar-Fauzee, Amrita Kaur
THE RELATIONSHIP BETWEEN CREATIVE THINKING AND MOTIVATION
TO LEARN CREATIVE THINKING AMONG PRE-SCHOOLERS IN JORDAN
Creative Commons licensing terms
Author(s) will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Education Studies shall
not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflicts of interest, copyright violatio ns and
inappropriate or inaccurate use of any kind content related or integrated into the research work. All the published works are meeting the Open Access
Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes
under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
European Journal of Education Studies - Volume 3 │ Issue 3 │ 2017
442