<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702022000100318</article-id>
<article-id pub-id-type="doi">10.15359/ru.36-1.20</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Fuentes de pensamiento creativo y autoeficacia en estudiantes de Indonesia: Un estudio de métodos mixtos]]></article-title>
<article-title xml:lang="en"><![CDATA[Mathematical creative thinking ability and self-efficacy: A mixed-methods study involving Indonesian Students]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fontes de pensamento criativo e autoeficácia em estudantes indonésios: um estudo de métodos mistos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rahyuningsih]]></surname>
<given-names><![CDATA[Sri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nurhusain]]></surname>
<given-names><![CDATA[Muhammad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Indrawati]]></surname>
<given-names><![CDATA[Nenny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,STKIP YPUP Makassar Department of Mathematics Education ]]></institution>
<addr-line><![CDATA[South Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,STKIP YPUP Makassar Department of Mathematics Education ]]></institution>
<addr-line><![CDATA[South Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitas Sulawesi Barat Department of Mathematics Education ]]></institution>
<addr-line><![CDATA[West Sulawesi ]]></addr-line>
<country>Indonesia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>36</volume>
<numero>1</numero>
<fpage>318</fpage>
<lpage>331</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702022000100318&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702022000100318&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702022000100318&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Cuando se trata de creatividad en matemáticas, los grupos académicos tienden a enfocarse en el ámbito lógico, que incluye fluidez, flexibilidad y originalidad mientras pasan por alto el valor del ámbito afectivo, que incluye autoeficacia, creencias y actitudes. Los objetivos de este estudio fueron 1) investigar hasta qué punto la autoeficacia afecta la capacidad de pensamiento creativo matemático de estudiantes; 2) descubrir las características de estudiantes que tienen una alta capacidad de pensamiento creativo matemático y una alta autoeficacia. Se empleó un enfoque de método mixto, que combinó la entrevista semiestructurada y el análisis de correlación para investigar el efecto de la autoeficacia en la capacidad de pensamiento creativo matemático del estudiantado. Los sujetos participantes del estudio fueron seleccionados de escuelas secundarias (JHS) que se encuentran en la ciudad de Makassar. Noventa y seis estudiantes (42 niños y 54 niñas, de 14 años) completaron un cuestionario de evaluación de su autoeficacia matemática. En general, los resultados demostraron que la autoeficacia tuvo un efecto en la capacidad de pensamiento creativo matemático de estudiantes de JHS. Además, este estudio reveló que era más probable que estudiantes con alta autoeficacia posean una alta capacidad de pensamiento creativo matemático y viceversa. Las características de estudiantes con alta capacidad de pensamiento creativo matemático y alta autoeficacia incluyen ansiedad excesiva, dependencia de experiencias clave, como la capacidad de generar ideas (novedad cognitiva), la capacidad de proponer diversas soluciones (variedad cognitiva), y la capacidad de cambiar las percepciones (encuadre cognitivo).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract With regard to creativity in mathematics, scholars tend to focus on the logical realm, which includes fluency, flexibility, and originality while overlooking the value of the affective domain, which includes self-efficacy, beliefs, and attitudes. The objectives of this study were 1) to investigate the extent to which self-efficacy affects students&#8217; mathematical creative thinking ability; and 2) to determine the characteristics of students with high mathematical creative thinking ability and high self-efficacy. A mixed-method approach, that combined semi-structured interviews, and correlation analysis was employed to investigate the effect of self-efficacy on students&#8217; mathematical creative thinking ability. The participants of the study were selected from junior high schools (JHS) in the city of Makassar. Ninety-six students (42 boys and 54 girls, aged 14 years old) completed a questionnaire assessing their mathematics self-efficacy. In general, the results proved that self-efficacy had an effect on JHS students&#8217; mathematical creative thinking ability. This study also revealed that students with high self-efficacy are more likely to possess high mathematical creative thinking ability and vice versa. The characteristics of students with high mathematical creative thinking ability and high self-efficacy include excessive anxiety, reliance on key experiences, such as the ability to generate ideas (cognitive novelty), the ability to propose various solutions (cognitive variety), and the ability to change perceptions (cognitive framing).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Quando se trata de criatividade em matemática, os acadêmicos tendem a se concentrar no âmbito lógico, que inclui fluência, flexibilidade e originalidade, ignorando o valor do reino afetivo, que inclui autoeficácia, crenças e atitudes. Os objetivos deste estudo foram 1) pesquisar até que ponto a autoeficácia afeta a capacidade do pensamento matemático criativo dos estudantes; 2) descobrir as características dos estudantes que têm uma alta capacidade de pensamento matemático criativo e alta autoeficácia. Utilizouse uma abordagem de método misto, combinando entrevista semiestruturada e análise de correlação para investigar o efeito da autoeficácia na capacidade de pensamento matemático criativo nos estudantes. Os participantes do estudo foram selecionados nas escolas de ensino médio (JHS) localizadas na cidade de Makassar. Noventa e seis alunos (42 meninos e 54 meninas, de 14 anos) preencheram um questionário avaliando sua autoeficácia matemática. No geral, os resultados mostraram que a autoeficácia teve um efeito na capacidade de pensamento matemático criativo dos estudantes do JHS. Além disso, este estudo revelou que estudantes com alta autoeficácia eram mais propensos a possuir alta capacidade de pensamento matemático criativo e vice-versa. Características de estudantes com alta capacidade de pensamento matemático criativo e alta autoeficácia incluem ansiedade excessiva, dependência de experiências-chave, como a capacidade de gerar ideias (novidade cognitiva), a capacidade de propor várias soluções (variedade cognitiva) e a capacidade de mudar percepções (enquadramento cognitivo).]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[mathematical]]></kwd>
<kwd lng="en"><![CDATA[creative thinking ability]]></kwd>
<kwd lng="en"><![CDATA[self-efficacy]]></kwd>
<kwd lng="en"><![CDATA[cognitive novelty]]></kwd>
<kwd lng="en"><![CDATA[cognitive variety]]></kwd>
<kwd lng="en"><![CDATA[cognitive framing]]></kwd>
<kwd lng="es"><![CDATA[Pensamiento creativo]]></kwd>
<kwd lng="es"><![CDATA[autoeficacia]]></kwd>
<kwd lng="es"><![CDATA[novedad cognitiva]]></kwd>
<kwd lng="es"><![CDATA[variedad cognitiva]]></kwd>
<kwd lng="es"><![CDATA[encuadre cognitivo.]]></kwd>
<kwd lng="pt"><![CDATA[pensamento criativo]]></kwd>
<kwd lng="pt"><![CDATA[autoeficácia]]></kwd>
<kwd lng="pt"><![CDATA[novidade cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[variedade cognitiva]]></kwd>
<kwd lng="pt"><![CDATA[enquadramento cognitivo]]></kwd>
</kwd-group>
</article-meta>
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