| Title : | Experimental study on the psychological needs and creativity : Cultivation of school-aged children in project-based learning | | Material Type: | printed text | | Authors: | Bingyan Qin, Author ; Nattamon Thungphanthong, Author | | Publisher: | Pathum Thani : Shinawatra University | | Publication Date: | 2025 | | Pagination: | vii, 63 p. | | Size: | 30 cm. | | Price: | 500.00 | | Languages : | English (eng) | | Descriptors: | [LCSH]Autonomy Support
[LCSH]Creativity development
[LCSH]Educational Experiment
[LCSH]Growth mindset
[LCSH]Project-based learning (PBL)
[LCSH]Psychological needs (Psychological Needs)
[LCSH]School-age children
| | Class number: | SIU FoPSY: IS-MS-PSY-2025-06 | | Abstract: | This study investigates the impact of Project-Based Learning (PBL) on psychological need fulfillment and creativity development among school-age children aged 10-12 through experimental design. The research randomly assigned 100 children from the same grade to an experimental group (PBL instruction) and a control group (traditional teaching) for a 12-week intervention. Using tools like "My Campus" thematic project evaluations and the Williams Creativity Tendency Scale, combined with classroom observation records, the findings revealed that post-test scores in all dimensions—psychological needs (autonomy, belonging, achievement), and creativity (risk-taking, curiosity, imagination, challenge)—significantly outperformed the control group (p<0.05), with particularly notable improvements in imagination and challenge dimensions (p<0.01). Analysis further demonstrated that PBL effectively enhanced children's creative problem-solving abilities through real-world task scenarios, teamwork, and achievement presentations. The study validates the applicability of Self-Determination Theory in PBL contexts, provides empirical evidence for cultivating innovative talents in basic education, and proposes actionable teaching improvement suggestions including a "Three-Stage Need Support Framework". Despite limitations in sample representativeness and assessment methods, this research offers new perspectives on understanding the relationship between psychological needs and creativity, providing significant insights for advancing educational reform. | | Record link: | http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29132 |
Experimental study on the psychological needs and creativity : Cultivation of school-aged children in project-based learning [printed text] / Bingyan Qin, Author ; Nattamon Thungphanthong, Author . - [S.l.] : Pathum Thani : Shinawatra University, 2025 . - vii, 63 p. ; 30 cm. 500.00 Languages : English ( eng) | Descriptors: | [LCSH]Autonomy Support
[LCSH]Creativity development
[LCSH]Educational Experiment
[LCSH]Growth mindset
[LCSH]Project-based learning (PBL)
[LCSH]Psychological needs (Psychological Needs)
[LCSH]School-age children
| | Class number: | SIU FoPSY: IS-MS-PSY-2025-06 | | Abstract: | This study investigates the impact of Project-Based Learning (PBL) on psychological need fulfillment and creativity development among school-age children aged 10-12 through experimental design. The research randomly assigned 100 children from the same grade to an experimental group (PBL instruction) and a control group (traditional teaching) for a 12-week intervention. Using tools like "My Campus" thematic project evaluations and the Williams Creativity Tendency Scale, combined with classroom observation records, the findings revealed that post-test scores in all dimensions—psychological needs (autonomy, belonging, achievement), and creativity (risk-taking, curiosity, imagination, challenge)—significantly outperformed the control group (p<0.05), with particularly notable improvements in imagination and challenge dimensions (p<0.01). Analysis further demonstrated that PBL effectively enhanced children's creative problem-solving abilities through real-world task scenarios, teamwork, and achievement presentations. The study validates the applicability of Self-Determination Theory in PBL contexts, provides empirical evidence for cultivating innovative talents in basic education, and proposes actionable teaching improvement suggestions including a "Three-Stage Need Support Framework". Despite limitations in sample representativeness and assessment methods, this research offers new perspectives on understanding the relationship between psychological needs and creativity, providing significant insights for advancing educational reform. | | Record link: | http://libsearch.siu.ac.th/siu/opac_css/index.php?lvl=notice_display&id=29132 |
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