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A Systematic Literature Review of Creative Metacognition (CMC) and Its Impact on Students' Creative Performance
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Author(s): Lin Chuxuan (Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia)and Wan Ahmad Jaafar Wan Yahaya (Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia)
Copyright: 2025
Pages: 32
Source title:
Integrating Technology in Problem-Solving Educational Practices
Source Author(s)/Editor(s): Jingru Zhang (Universiti Sains Malaysia, Malaysia), Wan Ahmad Jaafar Wan Yahaya (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia)and Darren Lim (Universiti Sains Malaysia, Malaysia)
DOI: 10.4018/979-8-3693-6745-2.ch013
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Abstract
This systematic review analyzes research up to 2024 on the effects of creative metacognition on creative performance. Following PRISMA guidelines, the study screened and examined 30 high-quality journal articles, focusing on creative metacognition, divergent thinking, metacognitive monitoring skills, their application in educational settings, and the effectiveness of various assessment methods and tools. Key findings highlight a significant increase in research interest in creative metacognition, which positively affects creative performance. Most studies currently use subjective or indirect objective measurement methods. The crucial role of metacognitive monitoring skills is emphasized, supporting the hypothesis that creative metacognition can enhance creative performance. This review identifies gaps in applying creative metacognition theory in educational practice. It suggests future research directions, emphasizing the need for in-depth exploration to promote the development of students' creative abilities.
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