“I know my idea is original!” Creative metacognitive monitoring and regulation in kindergarten children

0585694 - PSÚ 2025 RIV GB eng J - Journal Article
Urban, K. - Urban, Marek
“I know my idea is original!” Creative metacognitive monitoring and regulation in kindergarten children.
Thinking Skills and Creativity. Roč. 52, červen (2024), č. článku 101541. ISSN 1871-1871. E-ISSN 1878-0423
Institutional support: RVO:68081740
Keywords : creative metacognition * metacognitive monitoring accuracy * idea selection * monitoring judgments * preschool age
OECD category: Psychology (including human - machine relations)
Impact factor: 3.7, year: 2022
Method of publishing: Limited access
https://www.sciencedirect.com/science/article/pii/S1871187124000798?via%3Dihub

The present study examined the relationship between kindergarteners’ creative performance, global metacognitive monitoring (i.e., the ability to self-evaluate their overall creative performance) and metacognitive regulation (i.e., the ability to select their most original idea). Prior research established a positive correlation between metacognitive accuracy in global selfevaluation and creativity in adults, but little is known about how these relate to idea selection in younger populations. The study involved fifty 4- to 6-year-olds who completed two creativity tasks (an Unusual Uses Task and a Product Improvement Task) and selected their most original idea for each. The results showed a moderate correlation between the children’s ability to select their most original ideas for the two tasks, which suggests that metacognitive skills are transferable within the domain of creativity already at this age. Additionally, there was a moderate-tostrong trend in children capable of accurately identifying original ideas and the ability to perform more creatively, which is in line with previous findings in adults. Furthermore, children who displayed higher metacognitive accuracy in global self-evaluation were also better at metacognitive regulation, i.e., they were better capable of selecting their most original idea. However, even the children who performed best in idea selection tended to overestimate their overall creative performance. The study provides insights into the early development of creative metacognitive
monitoring and regulation, and suggests potential implications for fostering creativity in education.
Permanent Link: https://hdl.handle.net/11104/0353394