{"id":{"repo_id":"buffalo","oai_identifier":"oai:ubir.buffalo.edu:10477/86651"},"canonical_url":"https://search.dev.ndltd.org/etd/buffalo/oai:ubir.buffalo.edu:10477/86651","repository":{"repo_id":"buffalo","name":"Buffalo","base_url":"https://ubir.buffalo.edu/oai/request"},"display":{"title":"Potential Power of Innovation: Perseverance, Openness and Students' Creative Problem-Solving","abstract":"M.A.","abstract_html":"M.A.","abstract_has_math":false,"creators":["Yang, Fengrong; 0000-0001-7092-4717"],"institution":"State University of New York at Buffalo","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Finn, Jeremy","Counseling, School and Educational Psychology"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-02-21T21:36:02Z","date_published":"2025-02-21T21:36:02Z","updated_at":"2026-07-27T19:05:34Z","subjects":["educational psychology"],"languages":["eng"],"rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10477/86651","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Finn, Jeremy","Counseling, School and Educational Psychology"]},{"key":"dc:creator","label":"Author","values":["Yang, Fengrong; 0000-0001-7092-4717"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-02-21T21:36:02Z","2020"]},{"key":"dc:publisher","label":"Institution","values":["State University of New York at Buffalo"]},{"key":"dc:type","label":"Dc Type","values":["Text","Thesis"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["educational psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/10477/86651"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["M.A.","Creative problem-solving (CPS) is referred to as a novel and innovative approach used in problem-solving situations, which focuses on divergently generating ideas, understanding the challenge, creating solutions and actively managing and examining the ideas at each stage. In accordance with the existing literature, the purpose of current research is to 1) investigate the relations between perseverance, openness and CPS, 2) explore whether there is a gender difference in the previous relations, and 3) discuss whether parent(s)' education level, occupation and students' Information and Communication Technology (ICT) use will have any association with students' CPS competency. Using the PISA 2012 data from Shanghai-China, descriptive statistics of included variables and linear multivariate regression analysis are conducted to analyze the results. My main findings include 1) Openness had a positive relation with CPS, and it was stronger comparing to the relation between perseverance and CPS; 2)The gender difference between openness and CPS was not significant, but the negative relation between perseverance and CPS was stronger for females; 3) Students whose parent(s) had higher level of education and/or occupation tend to have better CPS competency; 4) ICT use for different purpose had different relations with students CPS; 5) After controlling school-related factors (school types, school sectors and school mean socio-economic status (SES), there was no significant association between parental backgrounds and students' CPS competency.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Potential Power of Innovation: Perseverance, Openness and Students' Creative Problem-Solving"]}]}],"canonical_facts":{"dc:contributor":["Finn, Jeremy","Counseling, School and Educational Psychology"],"dc:creator":["Yang, Fengrong; 0000-0001-7092-4717"],"dc:date":["2025-02-21T21:36:02Z","2020"],"dc:description":["M.A.","Creative problem-solving (CPS) is referred to as a novel and innovative approach used in problem-solving situations, which focuses on divergently generating ideas, understanding the challenge, creating solutions and actively managing and examining the ideas at each stage. In accordance with the existing literature, the purpose of current research is to 1) investigate the relations between perseverance, openness and CPS, 2) explore whether there is a gender difference in the previous relations, and 3) discuss whether parent(s)' education level, occupation and students' Information and Communication Technology (ICT) use will have any association with students' CPS competency. Using the PISA 2012 data from Shanghai-China, descriptive statistics of included variables and linear multivariate regression analysis are conducted to analyze the results. My main findings include 1) Openness had a positive relation with CPS, and it was stronger comparing to the relation between perseverance and CPS; 2)The gender difference between openness and CPS was not significant, but the negative relation between perseverance and CPS was stronger for females; 3) Students whose parent(s) had higher level of education and/or occupation tend to have better CPS competency; 4) ICT use for different purpose had different relations with students CPS; 5) After controlling school-related factors (school types, school sectors and school mean socio-economic status (SES), there was no significant association between parental backgrounds and students' CPS competency.","**To request an accessible version of the file(s) associated with this item, contact library@buffalo.edu. Please include the item's persistent URL [http://hdl.handle.net/. . .] in your request.**"],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/10477/86651"],"dc:language":["eng"],"dc:publisher":["State University of New York at Buffalo"],"dc:rights":["Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.","Copyright retained by author."],"dc:subject":["educational psychology"],"dc:title":["Potential Power of Innovation: Perseverance, Openness and Students' Creative Problem-Solving"],"dc:type":["Text","Thesis"]},"updated_at":"2026-07-27T19:05:34Z"}