Search Results (514)

Artificial intelligence has been effectively integrated into every stage of undergraduate research, significantly improving students’ learning efficiency. Against this backdrop, artificial intelligence is no longer merely an optional external tool, but has become an extension of college students’ personal capabilities—that is, “AI identity.” The study constructs a moderated dual-mediation model from the perspective of ambidextrous learning. Moving beyond prior work on AI usage frequency or literacy, this study centers on AI identity and reveals the double-edged effect of AI identity on research creativity, with a positive indirect effect via exploratory learning and a negative indirect effect via exploitative learning, along with the asymmetric moderating role of ethical dilemmas on these two pathways. Using questionnaire surveys analyzing 451 college student responses, the results demonstrate that AI identity positively correlates with research creativity, where exploratory learning serves as a positive mediator while exploitative learning acts as a negative mediator. Ethical dilemmas moderate the relationship between AI identity and ambidextrous learning. These findings provide actionable insights for higher education institutions to foster students’ exploratory AI use, mitigate overreliance, and establish ethical governance frameworks for AI-assisted research, thereby assisting universities in guiding students toward developing a healthy understanding of AI identity and refining ethical guidelines for AI applications. Full article

Early childhood is a critical period for creative personality development. Guided by Amabile’s Componential Model of Creativity, this research explored the higher-order structure, developmental trajectories, and predictive role of preschoolers’ creative personality. Study 1 suggested an emergent three-factor higher-order structure comprising intrinsic driving, growing, and openness factors. Due to the longitudinal instability of the openness factor observed at this age, subsequent analyses focused on the two core components. Study 2 employed longitudinal latent growth modeling to examine the developmental trajectories of the intrinsic driving and growing factors across three waves. Study 3 assessed the predictive effects of these two factors on creative thinking performance (specifically figural divergent thinking). The results indicated that: (1) the nine teacher-rated dimensions of preschoolers’ creative personality exhibited preliminary evidence of multidimensional higher-order organization; (2) both intrinsic driving and growing factors significantly increased with age, following distinct linear trajectories; and (3) only the intrinsic driving factor significantly predicted figural divergent thinking in the structural model. While an emergent three-factor structure appeared in cross-sectional data, the longitudinal and predictive findings primarily support the stability and relevance of the core socio-motivational components. Teacher-observed personality tendencies are relevant to early figural divergent thinking but should not be interpreted as evidence for creativity as a whole. These results suggest the relevance of intrinsic driving tendencies to preschoolers’ figural divergent thinking. Full article

This paper advances Divine Compositionalism (DC) as a comprehensive theistic ontology capable of integrating divine sovereignty with genuine human libertarian freedom. Here we extend DC’s commitment to physical causation in natural mechanisms, to human agency, arguing that DC can accommodate a novel, integrated free will position without collapsing into classical occasionalism or reductive determinism. In a six-category ontology, God remains the continuous, existence-conferring cause of all physical processes, including the neurological and biological substrates of decision and action, while human agents possess genuine causal power to generate originate thoughts, intentions, and choices. In a precise mapping to the neuroscience of proximal intention formation, a model is given proposing that God acts differentially within the structures of human neurophysiology in an occasionalist manner and in a concurrentist manner with human agent free will. This preserves agent moral responsibility and divine non-culpability for sin and evil, while affirming God’s providential governance. By reconceptualizing the relationship between divine causality and human freedom, DC offers a synthetic position that transcends the traditional libertarian–compatibilist dichotomy. Freedom is neither illusory within a deterministic system nor an autonomous power severed from divine causality, but a contingent participation in God’s ongoing creative act. The result is a biblically grounded, metaphysically coherent framework that seeks to offer a theistic ontology in which God’s continuous, existence-conferring action in nature harmonizes with the genuine moral freedom of human persons. Full article

Background: Trait creativity is linked to brain functional connectivity, but prior studies have focused on isolated networks, neglecting whole-brain architecture. Extraversion overlaps with creativity, yet its neural mechanisms remain unclear. Objective: Our objective was to investigate whether whole-brain functional network modularity (Q) mediates the relationship between extraversion and trait creativity. Methods: Forty-three healthy university students underwent resting-state fMRI and completed extraversion and creativity scales. Whole-brain functional networks were constructed using the AAL atlas. Modularity (Q) was computed from binary networks. Bivariate correlations and mediation analysis were performed. Results: Extraversion correlated positively with creativity (r = 0.38, p = .011) and modularity (r = 0.37, p = .014). Modularity correlated positively with creativity (r = 0.41, p = .007). Mediation analysis revealed a significant indirect effect of extraversion on creativity through modularity (ab = 0.113, 95% CI [0.005, 0.275]), with a non-significant direct effect. Conclusions: Whole-brain network modularity statistically mediates the extraversion–creativity relationship. Higher extraversion is associated with increased modularity, which in turn is associated with higher creativity. These findings provide preliminary associative evidence for a brain network basis linking personality to trait creativity. The results reflect cross-sectional statistical patterns and require replication in larger, longitudinal samples. Full article

This study examines the determinants of entrepreneurial intention among students from a Romanian economics faculty. Based on the empirical findings, the paper proposes a Filtered Entrepreneurial Intent Model. Although the traditional literature supports a linear relationship between creativity and intention, the regression analysis in this research identifies a series of psychological paradoxes and barriers. The methodology combines exploratory factor analysis (EFA) to build psychological dimensions with binomial logistic regression to test hypotheses on a sample of 237 students. The empirical results directly demonstrate that self-efficacy and resilience are positive predictors, while counterintuitive negative correlations are found for proactivity and innovation. A key statistical finding is that financial risk-taking acts as a significant moderator: innovation acts as a catalyst for intent only when a student’s risk tolerance threshold is exceeded. Data also show a significant impact of inherited windfall capital, which serves as a structural factor surpassing personality traits. Conceptually, the study interprets these findings by proposing that the intention-behaviour gap is governed by a filtration process. The study concludes by offering practical recommendations for academic decision-makers to recalibrate programmes beyond merely stimulating creativity, addressing the psychological and structural filters identified. Full article

Background/Objectives: The purpose of the present study was to assess the relationships between attention level and personality traits among 44 older adults aged from 65 to 75 in the Israeli population. The participants were 19 females and 25 males, with a mean age of 68.13 years, and 12.32 years average of formal education, who provided clinical history for screening. Methods: The participants completed the 44-item Big Five Inventory, the d2 Test of Attention, and the Mathematics Continuous Performance Test (MATH-CPT), a computerized test that measures participants’ attention levels by recording their responses to visual stimuli. Results: The results showed significant correlations between attention and the domains of Conscientiousness and Neuroticism. Linear regression analysis, with the MATH-CPT measures as the dependent variable and the Big Five personality factors as independent variables, revealed a significant model explaining 41.60% of the variance in MATH-CPT performance. Linear regression analysis of the measures of the d2 test of attention as dependent variables and the Big Five factors as independent variables showed a significant model that explained 47.70% of the variance. No association was found between age and the domains of the Big Five personality traits. Conclusions: This study discusses the implications of the significant correlations between personality domains and measures of attention in older adults. The findings suggest that individuals who are organized, task-oriented, goal-focused, responsible, imaginative, creative, and interested in educational experiences may be better able to perform attention-related tasks in older age. Full article

The following research study is an analysis of Catholic lay influencer activities on the TikTok platform in the context of digital religion. The goal is to apply a previously developed model of influencer communication strategies to Polish-language Catholic TikTokers and to identify the media forms through which these strategies are implemented. The study is a qualitative content analysis based on a previously developed and established model of influencer communication. We analyzed 1790 presentations on TikTok published during a single liturgical year (2024–2025) by ten influencers who were selected using a proven methodology. The results indicate the presence of eight key strategies: narrative, linguistic, interactive, community building, multimedia, creativity, adaptation of TikTok trends, and visualization of religious content. The analysis reveals a strong personal message that unites the sacred sphere and religious experiences with daily life, including organizing the successful communications according to the logic and aesthetics of the social platform. Simultaneously, we can see that there is limited innovation among Catholic influencers. The risk of superficiality stemming from the short video format is also highlighted. This article organizes the communication strategies of lay Catholic influencers and proposes a model for their analysis that can be used in further research. Full article

Despite widespread claims that Generative Artificial Intelligence (GenAI) will transform education, longitudinal empirical evidence on its pedagogical integration remains limited. This study examines how GenAI use shapes teaching and learning practices over time. Using a mixed methods longitudinal design, the study draws on 34 semi structured interviews conducted at two time points, six to eight months apart, with 17 secondary school teachers who independently adopted GenAI tools. The analysis was triangulated with 212 GenAI-supported teaching and learning activities. A theory-driven classification based on the SAMR framework was combined with inductive thematic analysis and quantitative pre-post comparisons. The findings, based on a thematic analysis of teacher discourse, reveal differentiated trends in opportunities and challenges. Opportunities related to fostering creativity increased over time, whereas efficiency, workload reduction, and teacher empowerment remained stable. Concerns regarding content quality and inherent biases showed a marginal increase, while references to prohibited or improper use declined. Regarding teaching and learning activities, a significant increase was observed in teaching-related uses of GenAI over time. In addition, a significant increase was identified at the Modification level, indicating a shift toward more advanced forms of pedagogical redesign, particularly through the development of personalized materials, AI-supported instructional planning, and adaptive feedback practices, while learning activities at higher levels remained comparatively stable. Taken together, these findings position the SAMR as a dynamic framework for examining longitudinal patterns of GenAI integration and suggest that GenAI currently accelerates instructional innovation more than it fundamentally restructures student learning paradigms. Full article

Background: A physically active lifestyle is crucial for long-term cardiovascular health; however, access to supervised exercise programs for children and adolescents with congenital heart disease (CHD) remains limited. Although prior digital exercise interventions for this population have demonstrated safety and feasibility, adherence has often been low. Mobile health approaches integrating gamification may enhance motivation and engagement, particularly among young “digital natives.” FOOTLOOSE is an app-based home exercise program developed specifically for children and adolescents with CHD. This study aimed to evaluate user experience, usability, and perceived impact using a multimethod approach. Methods: Children and adolescents aged 10–18 years with simple, moderate, or complex CHD were recruited between July and December 2025 mainly during routine outpatient visits at the TUM Klinikum Deutsches Herzzentrum. Participants used the FOOTLOOSE app in their daily lives over a two-week period. Evaluation included semi-structured qualitative interviews and standardized questionnaires assessing physical activity self-efficacy, enjoyment of physical activity (PACES-S), user experience (UEQ), and health-related quality of life (KINDL^®). Interviews were conducted digitally, transcribed verbatim, and analyzed using qualitative content analysis according to Kuckartz until thematic saturation was reached. Results: A total of 22 participants (mean age 13.4 ± 2.3 years; 54.5% female) were included. Overall, the FOOTLOOSE app was perceived positively, with participants highlighting enjoyment, intuitive usability, and personalized workout creation. Participants contributed diverse and creative suggestions for further app development, particularly regarding more advanced gamification features (e.g., games or rankings). Most participants reported self-perceived increase in physical activity during the intervention period (n = 15). UEQ scores (mean ± SD) were as follows: attractiveness (1.3 ± 0.8), perspicuity (1.7 ± 1.1), efficiency (1.2 ± 0.9), dependability (1.4 ± 0.7), stimulation (1.0 ± 1.1), and novelty (0.6 ± 1.0). Conclusions: This study demonstrates the feasibility and user acceptance of a gamified, app-based home exercise program for children and adolescents with CHD. User-centered feedback highlights important directions for iterative refinement, particularly regarding age-appropriate and engaging gamification elements. These findings provide a foundation for future studies evaluating long-term engagement and effectiveness in larger samples. Full article

Education in intangible cultural heritage (ICH) skills plays a vital role in cultural transmission and innovation, yet it faces persistent structural tension between the authenticity of regional culture and the standardization of modern educational systems. Drawing on Bourdieu’s field theory, this study examines the dynamic interaction of field, capital, and habitus within intangible cultural heritage skills education in Chinese higher education. Employing an exploratory qualitative single-case study design, the research investigates the ethnic arts curriculum at Southwest Minzu University, with data drawn from documentary evidence, teaching artifacts, and participant observation. The findings reveal a composite educational field structured by the intersection of native cultural, educational institutional, and cultural reproduction fields, within which cultural capital in its embodied, objectified, and institutionalized forms is transformed into symbolic and social capital through teaching practices, creative production, and institutional certification. The study further identifies a practical pathway extending from cultural capital accumulation to symbolic capital acquisition and ultimately to social capital expansion. Notably, the analysis empirically identifies the role of emotional persons—actors whose habitus is shaped by institutionally mandated affective cultivation, as articulated in the university’s formal talent training program—in mediating capital reproduction and habitus formation. This study offers a systematic theoretical framework for understanding the internal operational mechanisms of intangible cultural heritage skills education and provides practical insights for balancing cultural authenticity with educational standardization in the context of globalization. Full article

Over the past three decades, artificial intelligence (AI) has substantially reshaped marketing research and practice, yet the discipline has not established a systematic understanding of its evolutionary trajectory and intellectual structure. A bibliometric analysis of 1923 Scopus publications (1992–2025) was conducted using CiteSpace to explore collaboration patterns, conceptual development, and thematic organization. It identified six evolutionary stages with accelerating innovation cycles, starting with neural networks (1992–2000) and ending with generative AI (2024–2025), with research attention per stage compressing from approximately 9 years to just 2 years. The analysis of the collaboration network shows that the key contributors are India, China, the USA, and the UK. Co-citation analysis indicates that there are three thematic dimensions with seven clusters, namely: (i) AI technological foundations and capabilities, (ii) AI marketing applications and transformation, and (iii) responsible AI governance and ethics. It suggests a Three-Force Evolutionary Framework, which combines technology-push, market-pull, and governance-moderator forces to describe the dynamics of the field. This framework shows that the Regulatory Awakening of 2018 (e.g., GDPR and the Cambridge Analytica incident) guided, not limited, innovation, and highlighted the critical personalization–privacy paradox on which modern developments are based. It identifies three priority research directions: generative AI in creative marketing, consumer trust in the personalization–privacy paradox, and organizational adaptation to fast innovation cycles. This study provides scholars with a comprehensive knowledge map, practitioners with strategic imperatives for responsible AI adoption, and policymakers with evidence that well-designed regulation accelerates innovation by balancing commercial value with societal concerns. Full article

Generative artificial intelligence (AI) is increasingly integrated into sustainability-oriented entrepreneurial practices, raising important questions about its role in shaping human creativity and innovation. This qualitative study examines how postgraduate social entrepreneurship students engage with generative AI during the creativity phase of sustainable startup development. Drawing on Amabile’s componential theory of creativity, this study explores how AI is perceived to relate to domain-relevant skills, creativity-relevant processes, task motivation, and social–contextual factors. Data were collected through an AI-assisted ideation task, followed by semi-structured interviews, and analyzed using reflexive thematic analysis. The findings reveal that generative AI was perceived as supporting information access and associative thinking, while being unable to replicate human intuition and the “aha” moment associated with deep creativity. Moreover, AI was perceived to have limited influence on intrinsic motivation, which remains driven by personal values and contextual responsibility. Socially, AI was consistently described as a tool rather than a teammate, with emotional responses regarded as superficial. The study further suggests that AI may be understood as a social–contextual condition and highlights a perceived trade-off between efficiency and creativity in AI-assisted ideation. These insights extend the application of creativity theory to AI-supported sustainability contexts and offer practical implications for fostering responsible, human-centered innovation in entrepreneurship education. Full article

This study examines how integrating Creative Problem Solving (CPS) and generative artificial intelligence (GenAI) within animation storytelling education can foster sustainability-related competencies in higher education. A twelve-week mixed-methods action research design was implemented in a “Storytelling and Scriptwriting” course at a university of technology in northern Taiwan (N = 60). The intervention design combined a CPS-aligned instructional sequence, six scaffolded assignments (including a text-to-image resemiotization task), pre–post CPS cognition and affect scales, CPS-dimensioned assignment self-assessments, reflective journals, and expert evaluations of final story prototypes using the Consensual Assessment Technique. Quantitative results showed significant gains in students’ CPS-related narrative cognition and affective resilience (p < 0.001), as well as consistently high self-reported engagement across CPS dimensions for all assignments, particularly for the text-to-image and personal narrative tasks. Expert ratings indicated high levels of originality, narrative coherence, emotional impact, and social relevance in final prototypes, while qualitative data highlighted reduced “blank page” anxiety, greater willingness to revise, and more collaborative, systems-oriented narrative reasoning. The findings suggest that a CPS- and GenAI-supported teaching model can function as a cognitive bridge for heterogeneous cohorts, positioning GenAI as a conditional amplifier embedded within a reflective CPS framework and helping to translate abstract sustainability-related competencies—such as anticipatory, normative, strategic, and interpersonal competencies—into concrete creative media practices. Full article

Substance use disorder (SUD) undermines social connection, identity, and well-being. While art therapy is formally incorporated into clinical treatment, far less is known about how informal, group-based creative activities contribute to recovery. This qualitative study examines whether and how participation in a creative arts group fosters social support and human flourishing among individuals with SUD. We conducted semi-structured, individual interviews of eight adults enrolled in SUD outpatient treatment at the Johns Hopkins Broadway Center for Addiction who voluntarily participated in a creative arts class. Recordings were transcribed and analyzed using an iterative, thematic approach. Analysis revealed four themes: (1) Social connectedness and support—artmaking fostered camaraderie, accountability, and peer encouragement; (2) Holistic and supportive environment—the group offered a safe, nonjudgmental space that affirmed participants beyond their addiction; (3) Emotional renewal through art—creative engagement reduced anxiety, promoted joy, and provided a constructive outlet for emotions; and (4) Reclaiming agency through artistic expression—participants experienced autonomy, skill development, and identity building, which fostered hope and personal growth. Overall, participants viewed artmaking as a catalyst for relational and personal transformation. These exploratory findings generate hypotheses for future research on the role of informal creative arts groups within recovery-oriented care settings. Full article

Prosignification is defined as the process through which the subject generates new meanings by engaging in aesthetic experience, critical reflection, and creative action. Unlike general theories of meaning-making, which primarily describe the cognitive organization of experience, prosignification foregrounds the symbolic–expressive dimension as the central site of meaning production. It refers to the individual and collective capacity to construct meaning from expressive and symbolic experiences, integrating cognitive, emotional, social, and cultural dimensions of learning through intentional creative mediation. Prosignification operates between knowledge construction and subjective experience, enabling learners to connect conceptual understanding with personal interpretation and emotional involvement. Whereas knowledge construction emphasizes epistemic development and transformative learning focuses on perspective transformation through critical reflection, prosignification centers on the aesthetic reconfiguration of experience through symbolic creation and interpretation. Rooted in constructivist and experiential approaches, it unfolds through active, student-centred methodologies, particularly in Project-Based Learning contexts. However, its distinctive contribution may lie in integrating reflection, expression, and creation as interdependent mechanisms of meaning generation. Art education constitutes a particularly relevant context for this process, as its symbolic nature fosters the embodied and shared construction of meaning. Thus, prosignification cannot be reduced to cognitive restructuring or attitudinal change but involves the expressive re-symbolization of lived experience. Full article