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Previous research has shown that consumers respond differently to decisions made by humans versus algorithms. Many tasks, however, are not performed by humans anymore but entirely by algorithms. In fact, consumers increasingly encounter algorithm-controlled products, such as robotic vacuum cleaners or smart refrigerators, which are steered by different types of algorithms. Building on insights from computer science and consumer research on algorithm perception, this research investigates how consumers respond to different types of algorithms within these products. This research compares high-adaptivity algorithms, which can learn and adapt, versus low-adaptivity algorithms, which are entirely pre-programmed, and explore their impact on consumers' product preferences. Six empirical studies show that, in general, consumers prefer products with high-adaptivity algorithms. However, this preference depends on the desired level of product outcome range—the number of solutions a product is expected to provide within a task or across tasks. The findings also demonstrate that perceived algorithm creativity and predictability drive the observed effects. This research highlights the distinctive role of algorithm types in the perception of consumer goods and reveals the consequences of unveiling the mind of the machine to consumers. [ABSTRACT FROM AUTHOR]

This work aimed to outline the first stages for the development of a pedagogical model for teaching-learning of expressive content within physical education (creative body movement). Drawing on several suggestions from previous models' conceptualizations, we explore and present the theoretical foundations, practical considerations, and assumptions that align and support their core features. The major theme of the model is that students explore new expressive movements and develop capabilities through expressive games or tasks that nurture their creativity and ease their embodied movements. This implies that teachers should provide students with several resources and stimuli to nurture their creativity. Also, teachers should promote students' embodiment through the exploration of new movements that allow knowing themselves in different movement situations. The affective and cognitive domains will be prominent in this model. The teachers' and students' assumptions, implementation needs, and enactment about how to apply this model are also proposed. [ABSTRACT FROM AUTHOR]

Research findings concerning the effects of perceived overqualification on task performance are mixed. To reconcile the disparate findings, drawing on person‐environment theory, we propose cynicism toward the job and constructive deviance as contrasting dual pathways that explain the negative and positive effects of perceived overqualification on task performance and employee creativity. We also examine the moderating effects of dual‐focused transformational leadership (TFL) on the relationships between perceived overqualification and the two mediating mechanisms. We test this model using data collected from 469 employees and their 135 supervisors via two‐wave surveys. The results support the negative and positive mediating mechanisms. In addition, based on one field study and two online experiments, we find that individual‐focused TFL mitigates the relationship between perceived overqualification and cynicism toward the job, but that team‐focused TFL enhances the relationship between perceived overqualification and constructive deviance. [ABSTRACT FROM AUTHOR]

This essay reviews the design and deployment of a critical generative artificial intelligence (AI) and information literacy assignment aimed to advance student information literacy on ChatGPT in the history classroom. Cited are the author's experience of designing the assignment encouraging students to consider the impact of generative AI on academic integrity, and the need to integrate critical thinking about this new technology into the curriculum of information literacy.

This paper studies the downstream effect of expatriate managers' personal financial insecurity on team innovation. Building on resource allocation theory, we propose a moderated serial mediation model. Using four‐wave, multi‐source survey data from 99 R&D expatriate teams within large technology companies in emerging markets, we find that expatriate managers' personal financial insecurity is negatively related to team innovation first through a lower level of state learning goal orientation in the last month, and subsequently through a lower level of intellectual stimulation behavior. The negative effect of expatriate managers' personal financial insecurity on state learning goal orientation is weakened when professional identification is higher (vs. lower). Theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

Tedious work is pervasive in creative work, yet it has received little attention in the literature on creativity, including studies of science, innovation, and product development. Drawing from a comparative ethnography of two settings—systems biology and music production—we illuminate tedious work as an essential, previously under-investigated aspect of creative work that becomes increasingly prominent with digitization. Tedious work is repetitive, detail-oriented, and expertise-based, and we classify four types of it: fishing, administrating, polishing, and compiling. We develop a model of how tedious work emerges, why it becomes problematic, and what actors do to reduce its negative effects. Tedious work presents three risks to developing viable, novel outcomes—time drain, disengagement, and information overload—and we identify tactics that actors use to mitigate these risks and support individual creativity and the collective creative process. By unpacking the central notion of iteration and documenting the repercussions of creating novel outcomes with digitization, specifically the potential to amplify tedious work, we provide an important counterpoint to voices that hail digital technology's low cost and unlimited potential for iteration and refinement. [ABSTRACT FROM AUTHOR]

Extant research shows that individual cognitive style affects whether employees benefit most from a brokering or a dense network. But do people build the network structure in which they perform best? We address this question by advancing a novel two-stage explanatory model that explicitly disentangles the network formation process from its performance effects. We hypothesize that "adaptors" (i.e., individuals inclined to focus on implementable solutions through commonly accepted and well-defined approaches) perform best when their network spans structural holes. Yet, these same individuals systematically forego opportunities to build relations across structural holes. By contrast, "innovators" (i.e., individuals inclined to focus on envisioning creative solutions that break away with established approaches) draw no or even negative performance returns from structural holes. Nevertheless, their inclination is to build ever-new bridging relations. We test and find support for this counterintuitive hypothesis through a randomized longitudinal field experiment enabling us to disentangle empirically both stages of our theorized process model. Our findings help illuminate why people may build networks that hurt their performance, shed a new light on the role of individual cognitive style in shaping network advantage, and bear concrete implications for organizations aiming to leverage networks to enhance employees' performance. [ABSTRACT FROM AUTHOR]

This narrative review seeks to compare the various ways in which motor creativity has been measured and to critically evaluate those methods within the context of our contemporary understanding of motor creativity. Eligible studies included those of any study design, experimental or observational, as long as motor creativity was measured. Three databases (i.e., PubMed, Scopus. and Science-Direct) were searched from the earliest possible start dates to December 2021. No risk of bias assessment was performed as the study outcomes were not the focus of the review. After screening for eligibility. 23 articles were included for review, all having measured motor creativity. Of tlie 23 articles, 16 measured generic motor creativity, while the remaining seven measured task-specific motor creativity. Furthermore, 16 of the studies tested motor creativity with largely static environmental constraints, while the remaining seven were conducted with dynamic environmental constraints. Using a contemporary understanding of motor creativity, most motor creativity tests presently do not possess sufficient task specificity and environmental dynamism, which may not provide an appropriate context for the emergence of creative motor action. [ABSTRACT FROM AUTHOR]

Music is often considered an important domain for creativity. Traditional studies of musical creativity have examined musical improvisation using jazz as a model. While this approach has yielded many valuable insights about creativity’s cognitive and neural mechanisms, it has limited the study sample to those with the means to engage in improvisation within one specific Western style. Here, we introduce a novel tool for assessing musical creativity in the broader sample of individuals with no specialized training. In two experiments (n = 165) we show that this sequencer can be used in people with minimal training to generate a database of sequences composed at the Bohlen-Pierce scale and to evaluate them for creativity. Results show that creativity ratings are predicted by length of melodies, number of distinct pitches used, and information content of pitch intervals. Results also show some external validity with existing creativity tasks. We advocate the use of this sequencer in creativity research, as it provides a theoretically motivated, rigorous tool to examine the iterative process of producing and evaluating musical creativity. [ABSTRACT FROM AUTHOR]

Aim: Identify the skills and knowledge future nurse and midwife leaders might require in the next 6 years. Design/methodology/approach: An online questionnaire elicited health professionals' perspectives on the future requirements for nurse and midwife leaders. Qualitative data were generated in response on health care and the likely leadership skills for the future. Data were extracted and analysed using qualitative content analysis. Findings: Four generic categories were abstracted from the core category 'Nursing and Midwifery Leadership'. These were values/traits; creating positive healthcare cultures; digital capability/competence; and systems thinking. Limitations/implications. This first stage evaluation has gained a wide variety of perspectives regarding the perceived skills and knowledge future nurse and midwife leaders might need. This is important to enable those who deliver leadership development programmes to plan appropriately, ensuring their programmes are designed and adjusted in response to the needs of a shifting health and care landscape. However, over 50% of respondents were White, so the data may not be representative of the diversity of registered nurses and midwives. The findings may not have direct relevance to the global context due to geographical limitations. [ABSTRACT FROM AUTHOR]

Creative problem-solving has been described as an iterative process of divergent and convergent modes of thinking. With this opinion paper, we illustrate how some tasks, commonly used for the neuroscientific investigation of creativity might provide a condensed representation of divergent and convergent thinking, respectively. We have identified the following reasons for this: The specific presentation of stimuli and response alternatives within these tasks (“immediate problem space accessibility”), the restricted time on task for participants in well-established creativity tasks, as well as the challenges to identify specific temporal dynamics of divergent-convergent cycles using standard EEG procedures. Based on two recent studies, we propose that upper alpha band (10–12 hz) modulations in particular may serve a) as a neuro-physiological index to disentangle divergent-convergent cycles within these creativity tasks and b) as a data-driven marker for the task demands related to immediate problem space accessibility. Finally, we argue for a view on divergent and convergent thinking that is less of a dichotomy and more of a continuum. [ABSTRACT FROM AUTHOR]

Though prior research suggests that high individual power can increase individual creativity, relatively few studies have examined conditions when this positive relationship is more likely to hold. Drawing from a cognitive resource perspective and a perspective of socialized power motivation, in this study we theorize and test democratic team leadership and an individual’s collectivistic value as two moderating conditions on the relationship between an individual’s within-team individual power and his or her creativity. Using multi-source data from team members and team leaders from thirty-nine work teams, we predicted and found that within-team individual power is more positively related to individual creativity when democratic team leadership is higher. Moreover, the hypothesized positive moderating effect of democratic team leadership is stronger and more significant for individual team members with high collectivistic values. Our findings provide implications for managing employee creativity and for the responsible use of individual power in teams. [ABSTRACT FROM AUTHOR]

This article examines a recently discovered free-hand drawing from Marcel Proust to his former lover and lifelong friend, the composer Reynaldo Hahn. After unfurling the drawing's concatenation of intimate and cultural references, including to works by La Fontaine and Massenet, I highlight shared themes of suffering and comfort in two better-known 'medieval' traced drawings from Proust to Hahn. Using Marion Milner's and D. W. Winnicott's theorisation of the 'free drawing method' and the 'squiggle game', I argue that Proust's drawings to Hahn can be read as a pictorial trace of, and tribute to, the creative valence of the two men's unique relationship during a crucial period: 1904–1906, immediately preceding the first known drafts of À la recherche du temps perdu. Finally, I suggest that these drawings have significant echoes in the widely commented madeleine scene at the onset of Du côté de chez Swann, where the narrator first unlocks his own repository of subjective images and his potential to plunge inward. [ABSTRACT FROM AUTHOR]

The article discusses how the Orf Schulwerk approach, with its focus on creativity and student collaboration, is beneficial for middle school music ensembles, particularly in fostering emotional growth and musical autonomy. Topics include the role of cooperation and collaboration in adolescent development, the use of elemental chunks in score study for creative exploration, and ways to implement student-led creation within ensemble rehearsals.

Previous studies have shown that choices about how to configure stepping-stones to be used as playground or exercise equipment reflect a person's action capabilities. In two experiments, we investigated whether choices about how to configure stepping-stones to be used as a path for locomotion additionally reflect the goals for which or the constraints under which the path is to be used. In Experiment 1, participants created stepping-stone configurations (with rubber mats) that would allow them to cross a given space quickly, comfortably, or carefully. Configurations in the "Quickly" condition consisted of fewer mats, and longer mean (linear) distances between mats, and greater "challenge" (relative to maximum stepping distance) than in the other two conditions. In Experiment 2, participants created stepping-stone configurations that would be fun to use or that would be easy to use to cross a given space. Configurations in the "Fun" condition consisted of more mats, longer linear distances between mats, and greater "challenge" than those in the "Easy" condition. Moreover, paths in the "Fun" condition were also wider, longer, and exhibited larger changes in distances and angles between consecutive mats than in the "Easy" condition. The results are discussed both in terms of implications for understanding affordances and for the design of stepping-stone paths. [ABSTRACT FROM AUTHOR]

Background: While professional curiosity is a key attribute in nursing education and clinical practice, this is a complex and ambiguous concept in nursing and there has been limited research to explore its dimensions. Therefore, there is caution in the implementation and open discussion of this concept. Objective: The purpose of this article is to analyze the concept of professional curiosity in nursing. Design: The concept analysis approach developed by Walker and Avant was used to guide this manuscript. Data Sources: A comprehensive review of the literature on professional curiosity in nursing was conducted using the electronic databases Web of Science, Scopus, Ovid, Science Direct, Google Scholar, and PubMed without a time limit until 2023. The search terms included curiosity, professional curiosity, and nursing. Results: The antecedents, attributes, and consequences of professional curiosity were identified from 17 articles. Based on the analysis of the included articles, professional curiosity in nursing refers to nurses' interest and enthusiasm for continuous exploration and learning, research and in‐depth investigation in the field of nursing knowledge, and patients' experiences. The determining attributes include questioning and ongoing exploration, doubting present information, enthusiasm for discovering and learning, motivation for better understanding, creativity, professional relationships, and empathy. Conclusion: This concept analysis helps nurses to understand the concept of professional curiosity correctly and to understand that having professional curiosity does not cross professional boundaries but is vital for increasing the quality of patient care, and this has a significant impact on their professional growth and development. [ABSTRACT FROM AUTHOR]

This experimental study investigates how novelty and appropriateness – the two criteria of creativity – affect impressions formed of online dating profile owners. More specifically, it examines how both criteria influence perceived romantic attractiveness, and whether expectancy violations and person perceptions (i.e., originality and oddness) mediate these effects. Participants (N = 295) were members of a dating platform who were presented with dating profile texts that met one or both criteria: (a) not novel and appropriate, (b) novel and appropriate, or (c) novel and inappropriate. In line with the expectations, results show that novel texts are less expected, and that their writers are perceived as more original and, in turn, as more romantically attractive. Writers of novel and non-novel texts are evaluated as equally attractive though, suggesting that appropriateness is a stronger determinant of romantic attractiveness. That is, novel texts that are inappropriate violate expectations more negatively than those that are appropriate, increasing oddness and, accordingly, decreasing romantic attractiveness. Findings suggest that novelty and appropriateness are two important creativity dimensions that explain effects of dating profile texts on impression formation. Moreover, we show that the expectancy violations theory is a useful framework to study creativity and impression formation in online dating. [ABSTRACT FROM AUTHOR]

People participate in many different types of physical activity, both daily and across their life span, but research on human movement is often siloed by type (sport, exercise, active transportation, etc.). Models developed for understanding participation in specific types of physical activity remain useful in those contexts, but are insufficient for describing, explaining, or enhancing movement at the individual or societal level. Physical literacy has the potential to serve this purpose, but its current application does not fulfill its potential for holistic and inclusive promotion of movement. This paper therefore introduces a new framework for physical literacy, Four Domains for Development for All (4D4D4All). This framework highlights the interrelations among the physical, psychological, social, and creative aspects of movement, and emphasizes how development across all four domains can be supported through the interrelations of individuals and their contexts. In this paper, we introduce the 4D4D4All framework and present ideas for its application in research and practice. Specifically, this individualized, holistic, and inclusive approach to physical literacy is an alternative to models that emphasize the production of podium-driven athletes or focus on meeting physical activity guidelines, and is therefore better suited to facilitate the development of flourishing active people. Lay summary: Current models of sport and physical activity participation do not adequately describe the developmental experiences of individuals moving in a variety of contexts. Our new physical literacy framework, Four Domains for Development for All (4D4D4All), enables all movement contexts to better support well-being through a focus on holistic individual development. IMPLICATIONS FOR PRACTICE: Practitioners in sport and physical activity settings should view their participants as whole people who engage in many types of active pursuits, both concurrently and across their life spans. Experiences in movement contexts, including sport, should be intentionally designed to support development of physical literacy in ways that promote development across the physical, psychological, social, and creative domains. Sport policy and physical activity promotion efforts should be based on holistic frameworks, like 4D4D4All, that recognize multiple pathways of participation and promote flourishing for all people, rather than focusing on international competitive success or standardized health metrics. [ABSTRACT FROM AUTHOR]

The article focuses on the historical significance of Frege's work in logic and the recent challenges to his originality, particularly regarding influences from Stoic logic. Topics include the debate surrounding Frege's connections to Stoic ideas, the historical context of logic leading up to Frege, and the examination of Frege's concepts of judgment and logical notation in comparison to earlier thinkers.

Climate change education is associated with negative emotions. Picturebooks are considered powerful resources for teaching complex issues like climate change, partly for their capacity to be emotionally engaging and motivate learners. This article explores the positive emotional experiences supported by picturebook use in climate change education. It draws on data collected in a design-based study involving the progressive refinement of a programme delivered in three primary schools with students aged 10 to 12 years. Data included child focus groups, audio recordings of whole-class discussion, teacher interviews and concept maps. Data analysis included coding expressions of emotions in the data by: the emotion, the object of the emotion and the subject expressed as experiencing the emotion. Findings suggest that picturebooks with unhappy endings and difficult thematic content can nonetheless give rise to positive emotions by providing surprising, cathartic and creative experiences, which in turn, support students' critical, complex and creative thinking. [ABSTRACT FROM AUTHOR]

Sketching is an important tool for engineers during concept generation. Sketch quantity during this early stage of design has been linked with eventual design outcomes and sketch quality has been linked with design perceptions. As such, both are important metrics to track. Prior work has also found gender differences in some of these sketch attributes, and considering gender imbalances in the field, it is important to assess whether there are differences in performance by gender during concept generation and if the use of digital tools exacerbate or mitigate any of these potential differences in performance by gender. Given the increase in use of digital tablets for sketching, it is important to assess how tablet use affects early stage engineering design sketches. This is especially important as tablets can automatically smooth lines and help perfect sketch features, but these features may also take longer to use and may result in fewer sketches produced. This study investigates differences in sketch quality, quantity, and understandability (the effectiveness of the sketch as a communication tool) between sketching on a tablet and sketching with pen on paper during an engineering design concept generation exercise. Results indicate that there is no difference in sketch quantity or understandability between the two tools. However, sketch quality, smoothness, and proportion/accuracy are all higher for the pen and paper condition than for the tablet condition. Finally, no gender differences in performance for either sketch quantity or quality were found. [ABSTRACT FROM AUTHOR]

This study examines the experiences of 17 teacher candidates who participated in a literacy‐focused service‐learning initiative in the aftermath of destructive tornadoes in their community. In response to the natural disaster, the Literacy Ambassadors, composed of university literacy faculty and teacher candidates, sought to address the critical need for book access among area students impacted by the tornadoes. Over the course of 8 months, researchers collected initial questionnaires, participant reflections, meeting transcripts, and anecdotal notes as the group met to learn about book matching, text complexity, and to acquire, sort, and curate book bags for individual preK‐12 students. Books were shared with community members on three occasions—two occurred 12 months after the tornadoes and served eight schools; another occurred 16 months after the event and served one school. Participants revealed themes of shifting identity, a developing understanding of the complexity of literacy, and the relational power of literacy—offering valuable insights into the impact of community engagement on teacher candidates in response to disaster. These findings support previous research that emphasizes the potential of service‐learning as real‐life experiences that address community needs while simultaneously enriching the professional growth of future educators. [ABSTRACT FROM AUTHOR]

This conceptual article discusses a collaborative approach to building teacher capacity to support multilingual learners in secondary science classrooms. The article advocates for the collaborative analysis of student writing samples and the sharing of pedagogical insights between English language and content area teachers. Samples of student writing are analyzed situationally and linguistically to model how teachers may focus collaborative conversations on language patterns. [ABSTRACT FROM AUTHOR]

This study explores the instructional implications of using podcasts framed by a critical media literacy framework in a high school social justice classroom. This 10‐week, critical media‐framed study examines how eight 16–18‐year‐old students, taught synchronously on Zoom, engaged in weekly podcast‐based lesson activities, selecting podcast episodes as supplemental course texts related to the current classroom topics of study (two episodes per unit topic). Findings indicate that podcasts opened spaces for students to hear various voices, particularly marginalized narratives on controversial topics. Additionally, by engaging in critical media literacy practices, students' own voices were elevated, and students questioned the role of texts in their understanding of the world around them. These findings are of particular value to educators looking to understand the classroom implications of critical media literacy practices and who want to provide counter‐hegemonic narratives in their classrooms. [ABSTRACT FROM AUTHOR]

When a hard‐working, justice‐oriented group of pre‐service English teachers (PSTs) identified themselves as non‐readers, two professors and a program alumna at a flagship university in the Midwest were inspired to create a young adult (YA) literature book club. Through monthly meetings, PSTs (and later first‐year teachers) gathered in a welcoming third space (Gutiérrez, 2008) to discuss YA books as readers and as teachers, considering both the experience of reading and the purpose for using these texts in their classrooms (Rosenblatt, 1994). Outcomes from Overbooked: An Educators' Book Club suggest that pre‐service teachers can find reading joy when offered a supportive space and community to grow as readers and teachers. [ABSTRACT FROM AUTHOR]

Literacy scholars have called for writing instruction to promote civic engagement, student agency, and multimodal composing. This study addressed this call by describing a research‐practice partnership to reimagine writing instruction in a high school English course by incorporating human‐centered design challenges. Using case study methods, we describe the process to negotiate curriculum, the divergent ways teachers implemented it, and the positive impact it had on students' attitudes toward writing. Through a transliteracies lens, we found that negotiating a (re)designed curriculum means working through tensions that can lead to new ways of thinking about writing. The (re)designed instruction centered 21st century composing practices that were inherently multimodal and resonated with students' out‐of‐school composing practices. This led to a positive shift in students' attitudes toward writing. The study suggests that incorporating "wicked problem" design challenges has the potential to reimagine how we teach writing in secondary education. [ABSTRACT FROM AUTHOR]

Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video‐recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a humanizing pedagogy, and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic and the subsequent lockdown measures in many countries have increased young people's engagement with digital media. The digital divide goes beyond just having devices and includes differences in how well young people can use digital technology. In this paper, we shift our attention beyond screen time to the nature of the adolescents' digital media use. Our study looks at two adolescents from different backgrounds to understand how their digital media experiences differ in viewing, play, and reading. We add to the literature on the influence SES has on the ways in which adolescents are using digital media during the COVID‐19 pandemic in Singapore. Our study was conducted during the pandemic and participants were selected using convenience stratified sampling and the snowballing method. Our findings show that the adolescents' digital viewing was motivated by the need to be a part of an affinity group and that while the viewing was passive, it served a social function to develop a sense of connectedness with peers. We also found that adolescents from high socioeconomic backgrounds tended to engage in more digital reading compared to their peers from low socioeconomic backgrounds. In addition, while the adolescents' digital play was shaped by their socioeconomic realities, they were able to make the most from their circumstances and demonstrated both creativity and savviness. By demonstrating the disparities in digital media experiences between two adolescents from contrastive socioeconomic backgrounds, we shed light on the implications of the digital divide, where both equitable access to digital resources and the development of digital literacies necessary to navigate the digital landscape is currently lacking. We argue for the importance for researchers and policymakers to move beyond acknowledging long‐standing concerns and take actionable steps to address these issues. [ABSTRACT FROM AUTHOR]

This ethnographic study explores how severely ill and dying persons participating in expressive forms of culture, such as art, blogging and talking, confront dying and death. Influenced by the increasing relevance of values such as expressivity and creativity and the mediatisation of everyday life, more and more people facing death in globalised Western culture seek their own expressive ways to deal with finitude in online and offline contexts. Framed by Tony Walter's sociology of death, which captures key features of death attitudes within Western societies, this study identifies commonalities in the different expressive endeavours at the end of life. The data for the analysis stem from encounters with 12 persons receiving palliative care in Switzerland. The study found that the performances of individualistic expressivity are informed by the idea of personal growth, prosumer and sharing culture, a quest for belonging and the wish for silence. The findings aim to contribute to further the understanding of current forms of mediated dying in networked society. [ABSTRACT FROM AUTHOR]

The article discusses the vital role of creativity in engineering design, emphasizing that generating innovative solutions is essential for addressing complex problems and creating tangible products. Topics include the relationship between creativity and engineering design; and the importance of creativity in educational settings for fostering skills such as critical thinking and imaginations.

Context: Traditionally, the impact and outcomes from health professions education research (HPER) have focused on academic outputs, whereas in the humanities, research translation is conceptualised more broadly and creatively, including research‐based performances like verbatim theatre. Translating HPER findings through the emotive and embodied nature of a verbatim theatre performance provides a unique opportunity to translate research data and create alternative learning spaces for rich and valuable insights that aligns with transformative pedagogy. Approach: In this paper, we describe the background of verbatim theatre, a form of performance, which draws on a research participants' testimony and lived experience and how we used this creative approach to translate HPER findings. We discuss the experiential process of bringing an interdisciplinary team together, health professions academics and an academic playwright to craft a verbatim theatre script that provided space to honour the breadth, depth and diversity of participant voices from a large (n = 100) qualitative research study exploring professionalism and sociocultural factors in health professions education (HPE). Furthermore, we discuss the powerful potential of drawing on research‐based performance to create alternative, safe and non‐threatening learning spaces to resonate with and experience HPER in new and transformative ways. Finally, we offer reflexive insights on the key opportunities and challenges we encountered in translating HPER into a verbatim theatre performance. Conclusions: Verbatim theatre presents an innovative and creative way to communicate and translate HPER. This paper offers research and pedagogical insights in translating research into verbatim theatre to support transformative pedagogy and practice in HPE. In conclusion, we encourage other health professions researchers to consider this dynamic and creative approach to transforming HPE. Wondering how to get the lessons from your scholarship disseminated more powerfully? @GabbyBrandy6 describe verbatim theatre as a creative approach to health professions education research translation. [ABSTRACT FROM AUTHOR]

The article explores the concept of professionals navigating the mid-career crisis, considering it a period of personal rediscovery and transformation. Topics include the dynamics of mentorship during a mid-career crisis, the challenges of burnout, stagnation, and self-doubt in long-term careers, and the balance between professional responsibilities and personal fulfillment.

The article explores the dynamics of song collaborations, particularly focusing on the relationships between composers, poets, and performers. Topics include the foundations of singer-pianist partnerships, the challenges in documenting composer-performer collaborations, and the role of (art) Song Lab in fostering these creative partnerships.

Despite collaboration among different professions being recognized as fundamentally important to contemporary and future healthcare practice, the concept is woefully undertheorized. This has implications for how health professions educators might best introduce students to interprofessional collaboration and support their transition into interprofessional, collaborative workplaces. To address this, we engage in a conceptual analysis of published collaborative, interprofessional practices and conceptual understandings in theatre, as a highly collaborative art form and industry, to advance thinking in the health professions, specifically to inform interprofessional education. Our analysis advances a conceptualization of collaboration that takes place within a work culture of creativity and community, that includes four modes of collaboration, or the ways theatre practitioners collaborate, by: (1) paying attention to and traversing roles and hierarchies; (2) engaging in reciprocal listening and challenging of others; (3) developing trust and communication, and; (4) navigating uncertainty, risk and failure. We conclude by inviting those working in the health professions to consider what might be gleaned from our conceptualization, where the embodied and human-centred aspects of working together are attended to alongside structural and organizational aspects. [ABSTRACT FROM AUTHOR]

Digital storytelling (DST) is an educational strategy that has been shown to be capable of developing a wide range of skills. The focus of this review is to examine the relationship between this strategy and the development of 21st-century skills, a highly relevant notion in today's educational systems. The findings combine qualitative evidence regarding DST and its influence on developing 21st-century skills. A meta-aggregative approach was utilised to analyse the results of 18 selected studies. The results suggest that 1) no matter the characteristics of the DST activity, there will always be 21st-century skills at play when creating a digital story; 2) the relationship between DST and 21st-century skills is solid and clear; and 3) there is a notable influence on critical thinking, creativity and collaboration skills. Finally, design principles and recommendations for practitioners are proposed. [ABSTRACT FROM AUTHOR]

Although employee opinions play an important role in effective organizational functioning, research shows that employees, paradoxically, tend to withhold their opinions at work. Responding to numerous calls for future research in the literature, we study the adverse effects of employee silence on employee outcomes. Using a field study and an experimental study, we advance the current understanding of employee silence and show its detrimental consequences for employees' job performance and creativity and the mechanisms underlying these relationships. Both studies consistently showed that employees' silence about their work-related operational concerns was positively related to their emotional exhaustion, which was then negatively related to their job performance and creativity. Moreover, they revealed that these relationships were stronger when employees' internal locus of control and the actionability of their concerns were high rather than low. [ABSTRACT FROM AUTHOR]

This scoping review addresses internationally published empirical studies on the subject of technology-enhanced creativity. The study aims to identify the types of technological tools used to enhance students' creativity and examine how technological tools can support students' creativity in K-12 music education. This review selected and analyzed 17 studies published from 1987 to 2022 in peer-reviewed journals using a rigorous five-stage scoping framework. Data extraction and analysis were conducted in Covidence. The results revealed eight types of technological tools used to enhance creativity in the music classroom, in which sequencer software and GarageBand were the most commonly used type of technological tools and applications respectively. Technology's support for creativity was also discussed from the perspectives of Lubart's four roles of computers: (a) computer as nanny, (b) computer as pen-pal, (c) computer as coach, and (d) computer as colleague. The results showed a dearth of research on how technology can become students' partners to help them generate creative ideas. Based on the findings, this review concluded with implications and recommendations for future research. [ABSTRACT FROM AUTHOR]

Eco‐innovation is important for sustainable development and organizational culture is an endogenous factor that can affect eco‐innovation. Different types of organizational culture can have differentiated effects on enterprise eco‐innovation. This study aims to reveal the relationship between organizational culture and eco‐innovation and analyze the mechanism of the influence of organizational culture on eco‐innovation at the individual and organizational levels. Manufacturing firms in China are selected as the research sample, and structural equation modeling is used for the empirical analysis. Results show that adhocracy culture and clan culture have a positive impact on the eco‐innovation of the firms, and green creativity and green absorptive capacity play a partial mediating role in the relationship. Moreover, hierarchy culture and market culture have no significant impact on the eco‐innovation of the enterprises, but green creativity plays a complete intermediary role in the relationship between hierarchy culture and eco‐innovation. Based on the conclusions, the management implications are discussed, and future research directions are outlined. [ABSTRACT FROM AUTHOR]

This study focuses on the current situation regarding children working creatively in schools. With two colleagues, I used a form of action research called Appreciative Inquiry, working in collaboration with teachers. Though it took courage for the teachers to plan and implement activities in which children worked creatively, they valued this work for several reasons. It can result in highly memorable and meaningful learning; it offers rich assessment opportunities by allowing children to express their understanding; it guards against underestimating children's capabilities; and it provides opportunities to fulfil the more holistic purposes of education. Therefore this pedagogical approach still matters. [ABSTRACT FROM AUTHOR]

Purpose: This study investigates how compulsory citizenship behaviors (CCB) affect employees' energy and motivation to engage in other voluntary behaviors, such as service-oriented citizenship behavior and creativity. Specifically, we explore how employees' perceptions of job overload mediate this relationship, based on their generational differences. Design/methodology/approach: This study employed a time-lagged survey design to collect data from 265 frontline employees and their supervisors in Pakistani-based organizations. The data was collected in three rounds, with a three-week gap between each round. Findings: The findings suggest that role overload, resulting from compulsory citizenship pressure, undermines millennial employees' service-oriented organizational citizenship behavior (OCB) and creativity. However, these negative effects are less salient among non-millennials. Practical implications: The findings of this study provide valuable insights for managers, emphasizing the importance of exercising caution when imposing excessive citizenship pressures on employees against their will. In addition, organizations and human resource (HR) managers should consider devising policies for formal recognition of voluntary behaviors that contribute to organizational effectiveness. Originality/value: This study contributes to existing CCB research by unraveling the previously unexplored mediating role of role overload and the contingency role of generational difference in explaining how and when coerced citizenship demands hinder employees' propensity to engage in service-oriented OCB and creativity. [ABSTRACT FROM AUTHOR]

Purpose: The function of cognitive diversity has not yet been studied to a sufficient degree. To address this gap, the current study aims to answer the questions of how and when team cognitive diversity fosters individual creativity by integrating the intellectual capital view and the inclusion literature. Design/methodology/approach: With a paired and time-lagged sample consisting of 368 members and 46 leaders from Chinese high-tech organizations, a multilevel moderated mediation model was developed to test the hypothesized relationships using structural equation modeling. Findings: Team cognitive diversity is positively related to individual creativity via team intellectual capital, but this positive indirect effect is obtained only when the inclusive team climate is high. Research limitations/implications: Team intellectual capital serves as an alternative mechanism for translating team cognitive diversity into favorable outcomes, and an inclusive team climate plays a pivotal role in harvesting the benefits of team cognitive diversity. Future research could extend our study by adopting a multiwave longitudinal or experimental design, examining the possibility of curvilinearity, considering the changes in patterns over time, and conducting cross-cultural studies. Practical implications: Managers should take the initiative to assemble a team featuring cognitive diversity when facing creative tasks, and should proactively cultivate an inclusive culture when leading such a team. Originality/value: This study is among the first to consider the mediating role of team intellectual capital in the cross-level effect of team cognitive diversity on individual creativity and to examine the boundary role of an inclusive team climate with respect to this indirect effect. [ABSTRACT FROM AUTHOR]

Idea screening is crucial as it must select the most promising ideas that are best suited to increase front‐end success. Although paradox theory indicates that learning tensions characterize the evaluation and screening of idea creativity, we know little about how idea screeners navigate through the associated competing demands. In response, we investigate the effects of idea screeners' paradoxical thinking on the assessment of the creativity of ideas as well as its motivational antecedents of paradoxical thinking. By analyzing a survey (N = 326) and an experiment (N = 292), we show that paradoxical thinking increases front‐end success and both dimensions of idea creativity (encompassing meaningfulness and novelty). In turn, by creating a motivational context (comprising decision autonomy, encouragement to take risks, and tolerance for mistakes), firms can provide the antecedents to adopt paradoxical thinking. Our study contributes to and extends the literature on screening idea creativity and paradox theory. [ABSTRACT FROM AUTHOR]

AbstractRecent attention has turned towards metacognitive processes involved in creativity. One factor known to influence metamemory judgments is accessibility—the amount of and ease with which related information comes to mind. The present research explored how subjective accessibility (sAccessibility) influences both participants’ metacognitive predictions of their creative performance as well as their actual creativity using an alternate uses task (AUT). Participants predicted how creative their ideas would be for AUT objects with low vs. high sAccessibility (as determined by a norming study), prior to generating ideas. High sAccessibility led to higher metacognitive predictions of creativity, but less creative ideas compared to low sAccessibility objects. Additionally, the serial order effect was moderated by sAccessibility such that objects with high sAccessibility started off less creative. This research extends recent empirical and theoretical work on creative metacognition, demonstrating a disconnect in the effects of sAccessibility on metacognitive predictions vs. actual creativity. [ABSTRACT FROM AUTHOR]

AbstractSMART goals (specific, measurable, achievable, realistic, and timed) are advocated as the gold standard for goal setting. However, goals which are non-specific and exploratory, referred to as ‘open goals’, may be preferred in specific circumstances. In this pre-registered experiment, we compared SMART goals, compared to do-your-best (DYB), and open goals on creative performance. We also assessed the equivalence between open and DYB goals. Participants (N = 247, Mage = 30.40 years) completed the Alternate Use Task as a proxy for creative performance, before and after a goal setting manipulation in a 3 (between-groups: SMART, DYB, open goals) x 2 (within-groups: pre- and post-intervention) experimental design. There were no meaningful differences in creative performance for SMART, DYB, and open goals, DYB and open goals were not statistically equivalent. These findings cast doubt that SMART goals are always the most adaptive for human behaviour, given that open and DYB goals can be as effectual in some circumstances. [ABSTRACT FROM AUTHOR]

Instructional materials play a significant role in developing mathematical skills and creativity. The choice of instructional materials can greatly impact a student's understanding, engagement, and overall performance in mathematics. This study developed and validated the Cartoon-based Module (CBM) to enhance students' mathematical creativity. The acceptability of the module was assessed in terms of content, language, design and layout. Evaluated by five experts with a mean of 3.81, 3.76, and 3.63, it was interpreted as highly acceptable. The research methodology is aligned with the quantitative design, particularly quasi-experimental research. The study's respondents are 90 Grade 7 students of Isulan National High School divided into control and experimental groups. A researchermade test questionnaire is used to assess mathematical creativity among students. The findings based on the t-test result in the experimental group with a mean gain score of 37.17 and a standard deviation of 14.19, and the control group resulted in a mean gain score of 25.85 with a standard deviation of 15.30. The t-test computed value equals 3.64, which is greater than ttab (0.05) = 2.002 indicating that the CBM in mathematics education significantly improved students' learning outcomes. The module demonstrated its effectiveness in enhancing mathematical knowledge and skills, increasing students' mathematical creativity. [ABSTRACT FROM AUTHOR]

As automation becomes increasingly integrated into educational settings, understanding its role in shaping students' writing experiences is crucial. The goal of this qualitative phenomenological research was to explore the lived experiences, motivations, role of AI in students' writing, influence of AI on the learning process, and insights in using AI writing tools of the senior high school students of Monkayo National High School. There were 10 participants in this study who were selected through snowball sampling. An in-depth interview was used to gather the information needed. The findings revealed the potentials and pitfalls of AI in developing the students' writing skills. Most of the participants have seen AI's advantages, like completing the writing tasks easily, which meets the deadline, making good-quality outputs adhering to the technicalities of grammar, improving academic achievements, and gaining knowledge about writing. However, there are also some drawbacks, like students becoming indolent and AI dependent; AI diminishes one's critical thinking skills; AI gives inaccurate information; there is a limitation on usage; it is inaccessible when offline; and it is bad for one's health. Nevertheless, the role of AI in students' writing processes is significant. Its effectiveness and efficiency cannot be denied, but it should be used in moderation. Hence, incorporating AI in learning should be guided by strategies that balance its benefits with the need to maintain creative and critical thinking in students' writing. Educators should use AI as a tool to enhance, not replace, human creativity. This approach ensures that while students benefit from AI's strengths, they continue to develop their originality and critical thinking skills in writing. [ABSTRACT FROM AUTHOR]