Abstract
This study examines the relationship between the creativity levels and types of academic goal orientation of architecture undergraduate students and their design course grades, which are accepted as the outcome of the design learning process. The study conducted with 58 third-year architecture undergraduate students collected data using the Torrance Test of Creative Thinking (TTCT) and the Academic Goal Orientation Questionnaire (AGOQ). The multiple linear regression analysis results revealed a positive and significant correlation between students’ creativity scores and design course grades. In addition, learning and proving orientations positively affected design course success, while avoidance orientation had a negative effect. These findings indicate that design education should be supported by pedagogical strategies that aim to develop students’ creative thinking skills and motivational orientations.
DOI
https://doi.org/10.21606/drslxd.2025.056
Citation
Yazıcı, G.,and Doğan, F.(2025) The Impact of Creativity and Goal Orientation on Design Learning, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.056
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Conference Track
Full Paper
The Impact of Creativity and Goal Orientation on Design Learning
This study examines the relationship between the creativity levels and types of academic goal orientation of architecture undergraduate students and their design course grades, which are accepted as the outcome of the design learning process. The study conducted with 58 third-year architecture undergraduate students collected data using the Torrance Test of Creative Thinking (TTCT) and the Academic Goal Orientation Questionnaire (AGOQ). The multiple linear regression analysis results revealed a positive and significant correlation between students’ creativity scores and design course grades. In addition, learning and proving orientations positively affected design course success, while avoidance orientation had a negative effect. These findings indicate that design education should be supported by pedagogical strategies that aim to develop students’ creative thinking skills and motivational orientations.