Enhancing creativity and critical thinking have garnered the attention of educators and researchers for decades. They have been highlighted as essential skills for the 21st century. A total of 103 United States students (53 female, 24 male, two non-binary, and 24 non-reporting) and 166 Chinese students (128 female, 30 male, one non-binary, and seven non-reporting) completed an online survey. The survey includes the STEAM-related creative problem solving, Sternberg scientific reasoning tasks, psychological critical thinking (PCT) exam, California critical thinking (CCT) skills test, and college experience survey, as well as a demographic questionnaire. A confirmatory factor analysis (CFA) yields a two-factor model for all creativity and critical thinking measurements. Yet, the two latent factors are strongly associated with each other (r=0.84). Moreover, Chinese students outperform American students in measures of critical thinking, whereas Americans outperform Chinese students in measures of creativity. Lastly, the results also demonstrate that having some college research experience (such as taking research method courses) could positively influence both United States and Chinese students’ creativity and critical thinking skills. Implications are discussed.

Previous studies have demonstrated positive correlations between children’s interpersonal trust and social adjustment. However, the psychological mechanism underlying this effect is still unclear. The current study tested the indirect roles of teacher–student relationships from both students’ and teachers’ perspectives in a Chinese context. In total, 709 pupils from grade three to grade five, and their 17 head teachers from a Chinese public primary school participated in this study. The Children’s Generalized Trust Beliefs Scale, Social Adjustment Scale for Children and Adolescents, and Teacher–Student Relationship Questionnaire were used in this study. All these variables were correlated with each other. Structural equation models showed that the interpersonal trust indirectly influenced social adjustment through the teacher–student relationship from students’ perspectives, while the teacher–student relationship from teachers’ perspectives did not play an indirect role. These findings suggest that the teacher–student relationship perceived by students is more important for children’s social adjustment than that perceived by teachers. Both parents and teachers should pay more attention to developing children’s interpersonal trust, build better teacher–student relationships, and focus more on how children feel about the relationship.

A total of 1,281 Chinese students in grades 3–6 participated in a study that examined the relationships among student-perceived supportive learning environment (PSLE), mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students’ mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms.

Response inhibition is a critical cognitive ability underlying executive control over reactions to external cues, or inner requirements. Previous studies suggest that high arousal negative emotions (e.g., anger or fear) could impair response inhibition in implicit emotional stop signal tasks (eSSTs). However, studies exploring how low arousal negative emotions (e.g., sadness) influence response inhibition remain sparse. In the current study, 20 female college students performed an explicit eSST to explore the influence of sadness on response inhibition and its neural mechanism. Participants are instructed to press a button to sad or neutral facial stimuli while inhibiting their response during the presentation of a stop signal. Results showed that compared with neutral stimuli, sad stimuli were related to increased stop signal reaction time (SSRT) (i.e., worse response inhibition). Compared with neutral condition, higher activation during sad condition was found within the right superior frontal gyrus (SFG), right insula, right middle cingulate cortex (MCC), bilateral superior temporal gyrus (STG), left lingual gyrus, and right motor cortex. These findings indicated that sadness, like other negative emotions, may impair response inhibition in an explicit way and highlight the explicit eSST as a new paradigm to investigate the subtle interaction between negative emotion processing and cognitive control.

Resilience, a person’s ability to adjust well to adversity, is essential for success and well-being for all but especially crucial for children with attention deficit and hyperactivity disorder (ADHD). In this study, we adopted a single-subject design with a technique of multiple probes across behaviours to examine the effects of a context-specific intervention program on the resilience of a 3^rd grader with ADHD. The intervention programme incorporates dialogic reading and guided reading principles, and targets three positive behavioural outcomes of resilience: affect control, positive thinking, and goal planning. The results indicated that all three behavioural outcomes of the participant’s resilience increased over the intervention course, and the effects sustained after the completion of the intervention. Moreover, the participant also resiliently generalised the strategies obtained during the intervention in new situations.