Author: Ivanna Shubina
Institution: American University of the Middle East
Author: Piotr Kwiatek
Institution: Kozminski University
Author: Atik Kulakli
Institution: American University of the Middle East
Year of publication: 2021
Source: Show
Pages: 87-98
DOI Address:
PDF: tner/202103/tner6507.pdf

Critical and creative thinking skills share a considerable scholarly discussion; little is known about the gender-based differences in students’ critical thinking and creativity, along with their impact on academic performance in the Arabian Gulf context. Data for the study were collected through standardized measurements from 220 students and matched with students’ performan ce in various assignments. The data were analyzed through group comparisons and classification algorithms. The results demonstrated gender differences in academic success and relationships between critical thinking and creativity. The current study may assist researchers and practitioners in the educational field who enhance creativity and critical thinking development among students considering gender and academic success. This will allow to improve teaching-learning experiences and prepare youth for their further professional success.


  • Androshchuk, I., Balakhtar, V., Balakhtar, K., & Oleshko, P. (2020). Creativity as a Factor in the Psychological Well-Being of Teachers of Higher Educational Institutions. The New Educational Review, 60, 191-202.191. doi: 10.15804/tner.2020.60.2.15.
  • Bagheri, F., & Ghanizadeh, A. (2016). Critical thinking and gender differences in academic self-regulation in higher education. Journal of Applied Linguistics and Language Research, 3 (3), 133-145.
  • Bart, W.M., Hokanson, B., Sahin, I., & Abdelsamea, M.A. (2015). An investigation of the gender differences in creative thinking abilities among 8t and 11t grade students. Thinking Skills and Creativity, 17, 17-24. doi: 10.1016/j.tsc.2015.03.003.
  • Beghetto, R.A., Kaufman, J.C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5 (4), 342-349.doi: 10.1037/ a0022834.
  • Byrnes, J.P. (2013). The nature and development of decision-making: A self-regulation model. New York: Psychology Press.
  • Gray, A. (2016, January). The 10 skills you need to thrive in the Fourth Industrial Revolution. In World Economic Forum, 19. Retrieved 3/10/201, from agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution
  • Iljin, E.P. (2012). Psychology of creativity, imagination, and giftedness. SpB: Piter. // Ильин, Е.П. (2012). Психология творчества, креативности, одаренности. СПб: Питер.
  • Kaufman, J.C. (2006). Self-reported differences in creativity by ethnicity and gender. Applied Cognitive Psychology, 20(8), 1065-1082. doi: 10.1002/acp.1255.
  • Krippner, S. (2010). The social construction of creative children. In A. Hussain & N. Idris (Eds.), Dimensions of education, 157-166. New Delhi, India: Gyan Publishing House.
  • Kulakli, A., & Mahony, S. (2014). Knowledge creation and sharing with Web 2.0 tools for teaching and learning roles in so-called University 2.0. Procedia-Social and Behavioral Sciences, 150, 648-657.
  • Kumar, R., & James, R. (2015). Evaluation of critical thinking in higher education in Oman. International Journal of Higher Education, 4 (3), 33-43. doi:10.5430/ijhe.v4n3p33.
  • OECD (Organisation for Economic Cooperation and Development). (2009). PISA 2009: Assessment Framework. Programme for the International Students Assessment, Retrieved 5/10/201, from
  • Paul, R., & Elder, L. (2019). The nature and functions of critical & creative thinking. New York: Rowman & Littlefield.
  • Plucker, J.A., Beghetto, R.A., & Dow, G.T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational psychologist, 39 (2), 83-96. doi: 10.1207/s15326985ep3902_1.
  • Podsakoff, P.M., MacKenzie, S.B., Lee, J.Y., & Podsakoff, N.P. (2003). Common method biases in behavioral research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88 (5), 879-903. doi: 10.1037/0021-9010.88.5.879.
  • Shubina, I., & Kulakli, A. (2018a). Critical Thinking in Relation with Educational Technologies. Proceedings of ERPA International Congress on Education, Istanbul, Turkey, June, 685-692.
  • Shubina, I., & Kulakli, A. (2018b). From creative abilities to creative personality: contemporary debates. International Scientific-Practical Conference Economics, Finance and Management in the 21. Century: Analysis of Trends and Development Prospect, 21 (1), 86-90.
  • Shubina, I., & Kulakli, A. (2019). Pervasive learning and technology usage for creativity development in education. International Journal of Emerging Technologies in Learning (iJET), 14 (01), 95-109.
  • Shubina, I., & Kulakli, A. (2019). Critical Thinking, Creativity and Gender Differences for Knowledge Generation in Education. Literacy Information and Computer Education Journal (LICEJ), 10 (1), 3086-3093.
  • Thayer-Bacon, B.J. (2000). Transforming critical thinking: Thinking constructively. New York: Teachers College Press.
  • Tierney, P., & Farmer, S.M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management journal, 45 (6), 1137-1148. doi: 10.2307/3069429.
  • Torrance, E.P. (1983). Status of creative women: Past, present, and future. Creative Child and Adult Quarterly, 8 (3), 135-144. doi: 10.2307/24398588.
  • Zetriuslita, H., Ariawan, R., & Nufus, H. (2016). Students’ Critical Thinking Ability: Description Based on Academic Level and Gender. Journal of Education and Practice, 7(12), 154-164.
  • Valovičová, L. & Sollárová, E. (2020). Effects of an Empirical Cognition Development Programme on the Creative Thinking of Preschool Children. The New Educational Review, 60, 85-95. doi: 10.15804/tner.2020.60.2.07.
  • Walsh, C.M., & Hardy, R.C. (1999). Dispositional differences in critical thinking related to gender and academic major. Journal of Nursing Education, 38 (4), 149-155.
  • Watson, G., & Glaser, E. (2002). Watson-Glaser critical thinking appraisal, UK edition: practice test. London: Pearson.

Wiadomość do:



© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart