TY - JOUR
T1 - The Effect of Standing Versus Sitting on Creativity in Adolescents—A Crossover Randomized Trial
T2 - The PHIT2LEARN Study
AU - Luteijn, Petra J.
AU - van der Wurff, Inge S.M.
AU - van Tuijl, Piet
AU - Singh, Amika S.
AU - Savelberg, Hans H.C.M.
AU - de Groot, Renate H.M.
N1 - Funding Information:
The PHIT2LEARN study was funded by the National Regieorgaan Onderwijs (Netherlands Initiative for Education Research) under grant number 405-16-412. The authors thank Jérôme Gijselaers, Mara Kirschner, and Bob Ramakers for their research support.
Publisher Copyright:
© 2023 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals LLC.
PY - 2023/8
Y1 - 2023/8
N2 - Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.
AB - Creativity is important for school performance. As several brain mechanisms involved in creativity are stimulated by low-intensity physical activity, standing might influence creativity. Few studies on the relationship between standing and creativity have been executed, and none among vocational education and training (VET) students. Therefore, the aim of this study was to investigate whether standing influences creativity in VET students. In a randomized crossover study, 192 VET students were randomly allocated to standing or sitting (i.e., control) for 30 min. After 15 min, they performed two creativity tests: Guilford's Alternative Uses Test (divergent thinking) and Remote Associates Test (convergent thinking). Subsequently, conditions were switched, and the procedure was repeated. Multilevel analyses showed no significant effect of standing on divergent or convergent thinking test performance. Our results show that 30 min of standing does not affect creativity in VET students.
U2 - 10.1111/mbe.12381
DO - 10.1111/mbe.12381
M3 - Article
SN - 1751-2271
VL - 17
SP - 209
EP - 218
JO - Mind Brain and Education
JF - Mind Brain and Education
IS - 3
ER -