An Exploratory Study on Mind Wandering, Metacognition, and Verbal Creativity in Chilean High School Students

Preiss D.D.; Ibaceta M.; Ortiz D.; Carvacho H.; Grau V.

Abstract

The purpose of this study was to explore the relationship between mind wandering, metacognition, and creativity in a sample of Chilean high school students. Two hundred and twenty-eight secondary students took three self-report scales on mind wandering, metacognitive strategies and reading difficulties, two verbal creativity assessments, a test of fluid intelligence and a measure of attentional capacity. Correlational analysis, a single multiple hierarchical regression, and a three-way moderation model were performed on data. Controlling for fluid intelligence and reading difficulties, metacognition and attention predicted creativity while mind wandering did not. Additionally, a three-way interaction showed that mind wandering had a positive impact on creativity only among students with both high attention and high metacognition. These results reflect the relevance of cognitive self-regulation for creativity during the high school years. Educational implications are discussed.

Más información

Título según WOS: An Exploratory Study on Mind Wandering, Metacognition, and Verbal Creativity in Chilean High School Students
Título según SCOPUS: An exploratory study on mind wandering, metacognition, and verbal creativity in chilean high school students
Título de la Revista: FRONTIERS IN PSYCHOLOGY
Volumen: 10
Editorial: FRONTIERS MEDIA SA
Fecha de publicación: 2019
Idioma: English
DOI:

10.3389/fpsyg.2019.01118

Notas: ISI, SCOPUS