Belief of aesthetic intelligence and attribution of failure in science abilities predict Chinese students' learning engagement in drawing a future science world. (March 2023)

• Record Type: Journal Article
• Authors: Mao, Qiao; Hong, Jon-Chao; Nguyen, Hoang Bao Ngoc
• Is Part Of: Thinking skills and creativity. Volume 47(2023)
• Publication Date: 2023-03
• Subjects: Aesthetic education -- Entity belief of aesthetic intelligence -- Attribution of failure -- Students' engagement; Thought and thinking -- Periodicals; Critical thinking -- Study and teaching -- Periodicals; Creative thinking -- Study and teaching -- Periodicals; Thinking -- Periodicals; Creativeness -- Periodicals; Teaching -- Periodicals; Pensée -- Étude et enseignement -- Périodiques; Créativité (Éducation) -- Étude et enseignement -- Périodiques; 370.15205
• DOI: 10.1016/j.tsc.2023.101246
• Languages: English
• ISSNs: 1871-1871

Abstract

Highlights: This study explored how belief affects students' engaging future world drawing mediated by domain-knowledge. Increasing entity belief of aesthetic intelligence will increase attribution of lacking science ability. Increasing attribution of lacking science ability will decrease three types of learning engagement. Changing entity belief to incremental belief may enhance drawing engagement in future science world drawing. Abstract: Nowadays, aesthetic education plays an important role in the comprehensive development of students' competencies, but few studies have focused on incorporating science content into aesthetic education to generate students' imagination of a future world. To explore the effectiveness of this approach, "Future Science World" was implemented in arts learning, in which students were required to draw a picture including science content. Based on survey results, we examined the relationship between students' entity belief of aesthetic intelligence, attribution of failure in science abilities, and their engagement in art classes. Participants were 336 Grade 6 students from primary schools in Zhejiang, China. Structural equation modelling was used to test the hypotheses. The results showed that students' entity belief of aesthetic intelligence was positively related to their attribution of failure in science abilities. Besides, their attribution of failure was negatively related to all three engagement dimensions in drawing a "Future Science World." Based on the findings, some recommendations are presented.