Resumen

GUTIERREZ-BRAOJOS, Calixto; SALMERON-VILCHEZ, Purificación; MARTIN-ROMERA, Ana  y  SALMERON, Honorio. Direct and indirect effects between thinking styles, metacognitive strategies and creativity in college students. Anal. Psicol. [online]. 2013, vol.29, n.1, pp.159-170. ISSN 1695-2294.  https://dx.doi.org/10.6018/analesps.29.1.124651.

Previous studies from the field of Educational Psychology have indicated that thinking styles are related to metacognitive strategies and creativity. Although, there is a body of empirical studies which explains the relationship and/ or predictive relations between these constructs, we have not found studies examining the direct and indirect effects that arise between them. Thus, the objective of this study was to test a theoretical model using structural equation modeling to study these effects. Thus, the objective of this study was to test a theoretical model using structural equation modeling to study these effects. Participants in the present study were 197 university students. Instruments used were: i) the Thinking Styles Inventory (TSI-R) (Sternberg, Wagner & Zhan, 2003) to measure thinking styles; ii) The Learning Strategies Scale (ACRA) (Roman & Gallego, 2001) to measure the metacognitive strategies, iii) The Test of Creative Intelligence (CREA) (Corbalan Berna et al., 2003) to measure creativity. The results indicate that: i) The judicial and legislative thinking styles (Sternberg, 1998) contribute to the use of metacognitive strategies directly and in a positive way, and these styles contribute to the creativity indirectly and in a positive way; ii) metacognitive strategies contribute to the creativity directly and in a positively way. However, not found a direct relationship between thinking styles and creativity.

Palabras clave : Thinking style; metacognitive strategies; creativity; Higher Education.

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