In the rapidly evolving landscape of engineering education, the ability to solve complex problems effectively is paramount. A groundbreaking study, soon to be published in BMC Psychology, unravels a nuanced understanding of how creative self-efficacy – a person’s belief in their creative capabilities – profoundly enhances problem-solving skills. This research, authored by Liu, Guo, Zhou, and colleagues, highlights the dual mediating roles that critical thinking and metacognition play in this dynamic relationship.
The investigation emerges at a crucial juncture where educational paradigms are shifting towards fostering not only technical proficiency but also creative confidence. Creative self-efficacy functions as a psychological catalyst, empowering engineering students to approach challenges with originality and resilience. Traditionally, engineering curricula emphasize technical knowledge acquisition; however, this study valorizes the interplay between cognitive and metacognitive processes as fundamental drivers for innovative problem resolution.
Critical thinking, the cognitive ability to analyze and evaluate information systematically, is identified as a primary mediator that channels creative self-efficacy into effective problem-solving. The research delineates how students with high creative self-efficacy tend to engage more deeply with complex engineering problems, deploying critical analysis to dissect problems and synthesize novel solutions. This facet underlines the essential cognitive shift from rote learning to active intellectual engagement.
Complementing critical thinking is metacognition, the awareness and regulation of one’s own cognitive processes, which the study recognizes as equally vital. Metacognition extends beyond critical thinking by equipping learners to plan, monitor, and adjust their problem-solving strategies dynamically. Liu and colleagues elucidate how students confident in their creative abilities simultaneously develop heightened metacognitive skills, fostering a self-reflective approach that optimizes learning and adaptation.
The dual mediation model proposed sheds light on an intricate psychological mechanism. Creative self-efficacy initiates a cascading effect: it stimulates critical thinking, which is then refined by metacognition, culminating in superior problem-solving prowess. This sequential interdependence illustrates the sophistication needed in education frameworks to cultivate these interconnected competencies harmoniously.
Empirical evidence supporting these conclusions was gathered through methodologically rigorous assessments of engineering students’ problem-solving performance. Through a series of validated psychometric instruments and performance tests, the study captured nuanced variations in self-efficacy, critical thinking, and metacognitive strategies. The robustness of the data affirms the theoretical model’s applicability across diverse educational contexts.
The findings bear profound implications, advocating for educational reform where creative self-efficacy is nurtured systematically. Traditional pedagogical approaches, which often marginalize creativity in favor of standardized testing and rigid curricula, risk neglecting an essential ingredient for engineering excellence. Embedding interventions that enhance creative self-belief might unlock untapped potential among aspiring engineers.
Moreover, this research spotlights the necessity for integrated instructional designs that simultaneously cultivate critical thinking and metacognitive skills. Educators are encouraged to adopt teaching methodologies that provoke questioning, reflection, and meta-level awareness—skills crucial in real-world engineering scenarios marked by uncertainty and complexity. This triadic model advances educational theory by integrating affective and cognitive dimensions.
The wider educational ecosystem, including policymakers and curriculum designers, stands to benefit from this evidence-based insight. Investments in creativity-enhancing programs aligned with cognitive skill-building may yield not only more adept engineers but also innovators equipped to tackle global challenges. This study advocates for a paradigm shift in how engineering success is conceptualized—beyond technical output towards cognitive and psychological empowerment.
Cutting-edge technology and learning analytics could further personalize the development of creative self-efficacy and its mediators. Adaptive learning platforms might monitor students’ metacognitive engagement and critical thinking in real-time, offering adaptive challenges that promote growth. This personalized approach aligns with the study’s implications, underscoring a future where data-driven pedagogy scaffolds the intertwined skills effectively.
The relevance of this research transcends engineering education, resonating across STEM disciplines and creative industries alike. As innovation becomes a currency of the 21st century, understanding how beliefs about creativity translate into practical problem-solving capabilities is universally valuable. The dual mediation framework offers fertile ground for interdisciplinary applications, opening new pathways to optimize human potential.
The study also raises compelling questions for future research directions, such as exploring the longitudinal development of creative self-efficacy and its cognitive mediators. Investigations might focus on how these constructs evolve during professional practice or how cultural and institutional factors influence their dynamics. These avenues promise to deepen our grasp of educational psychology’s role in engineering education.
In a landscape characterized by rapid technological advancements and complex societal needs, fostering creative confidence alongside analytical prowess is indispensable. This pioneering research by Liu et al. sets a new standard, emphasizing that the convergence of creative self-efficacy, critical thinking, and metacognition forms the bedrock of adept problem-solving in engineering education.
Educational institutions aiming for excellence should heed these insights, recalibrating their pedagogical approaches to cultivate an environment where students are not only skilled technicians but also confident, critical, and reflective thinkers. This holistic development model aligns education more closely with the demands and uncertainties of contemporary engineering practice.
The broader societal impact is significant; engineers equipped with this triad of psychological and cognitive skills are better prepared to innovate sustainably and ethically. The capacity to solve multifaceted problems creatively is indispensable for addressing climate change, infrastructure resilience, healthcare technology, and beyond. Thus, this research contributes critical knowledge towards shaping future-ready engineers.
Ultimately, this study enriches the discourse on educational psychology’s contribution to engineering by elucidating the mechanisms underpinning creativity in problem-solving. It challenges traditional paradigms, urging a redefinition of how engineering students are taught, assessed, and empowered. The transformative potential of fostering creative self-efficacy through critical thinking and metacognition stands as a beacon for future educational excellence.
Subject of Research: The influence of creative self-efficacy on problem-solving skills in engineering education, focusing on the mediating roles of critical thinking and metacognition.
Article Title: How creative self-efficacy influences problem-solving skills in engineering education: the dual mediating role of critical thinking and metacognition.
Article References:
Liu, Z., Guo, H., Zhou, Z. et al. How creative self-efficacy influences problem-solving skills in engineering education: the dual mediating role of critical thinking and metacognition. BMC Psychol 13, 1278 (2025). https://doi.org/10.1186/s40359-025-03630-y
Image Credits: AI Generated
