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Evaluative skill, the ability to accurately assess ideas in terms of originality or creativity, is a critical component of creativity. It involves discarding bad ideas and discerning ideas that are worthwhile to pursue. In light of the growing research on the association between individuals' evaluative skill and divergent thinking (DT), a research synthesis is needed to clarify discrepant results. Therefore, we examined the relationship between DT and evaluative skill with a three-level meta-analytic approach. Based on 96 effect sizes in 20 studies with a total sample of 3,019 participants, results indicated that DT was positively associated with evaluative skill, r = 0.13 (95% CI [0.07, 0.20], p < 0.001). Follow-up moderator analyses revealed that the type of DT tests, the source of ideas, and the type of evaluation tasks were significant moderators. Compared with Instances, Line Meanings, and Consequences, the relationship was (a) weaker when the Uses task was used as the DT test, (b) stronger when the evaluation task was based on Uses, and (c) stronger when people rated their own ideas than when they rated others. The findings implied that DT and evaluative skill are conceptually distinct but interrelated and suggested ways to enhance evaluative skill.

Extending studies on emotional design in multimedia learning beyond college samples and further considering individual differences, we examined the effects of emotional design on middle school students' learning and whether this relationship is moderated by learners' prior knowledge, using a computer-based lesson covering the topic "the formation of lightning." Participants were middle school students (N=124; 58 females; age range 13 to 16) who volunteered to participate with permission. Learners with high prior knowledge (n=63) and learners with low prior knowledge (n=61) were randomly assigned to one of two instructional design conditions: positive emotional design (colourful and anthropomorphic features) and neutral emotional design (grey and non-anthropomorphic features). The results showed that the positive emotional design operationalised via visual elements did not induce more positive emotions than the neutral design group, although there was a trend towards facilitating more learning transfer ([eta][superscript 2][subscript p]=0.02, p=0.098) and increasing the mental effort of learners with low prior knowledge ([eta][superscript 2][subscript p]=0.03, p =0.06). There was a tendency for learners with high knowledge to perceive higher mental effort ([eta][superscript 2][subscript p]=0.03, p=0.06), satisfaction ([eta][superscript 2][subscript p]=0.05, p=0.01) and achieve better transfer scores ([eta][superscript 2][subscript p]=0.03, p=0.087) compared with those learners with low knowledge. These findings suggest that positive emotional design should be cautiously applied in multimedia learning for middle school students. Individual differences must be considered in instructional design in a multimedia learning environment.

The purpose of this study was to examine the influences of sibling constellation (sex and birth order) on creativity in the context of China's one-child policy (OCP) and Confucian culture (e.g., preference for male offspring). Participants were recruited from a public university in east China and were asked to complete 2 divergent thinking tests, including a line meaning test and a real-world problem test. Data collected from those born in or after 1979 (the year OCP was implemented in China) were selected. The sample was further divided into 6 groups for comparisons including first son, first daughter, later son, later daughter, only son, and only daughter. Results indicated that "only children" exhibited significantly higher abilities in visual imagination (line meaning) tasks than children with siblings. Further, testing revealed that only daughters exhibited the highest abilities, both in visual imagination (line meaning) and creative problem solving (real-world problems), as compared to other sibling constellation groups. Specifically, only daughters scored higher than later daughters in visual imagination. They also showed higher abilities than first sons in both types of creative potential tests. Implications are further discussed in the paper.

Intimate partner violence (IPV) is common in men who have sex with men (MSM). MSM also face increased risk of human immunodeficiency virus infection. However, it is not known whether IPV experience of MSM in China would affect their attitudes toward pre-exposure prophylaxis (PrEP) use. A cross-sectional study was conducted to explore the associations between different types of IPV and willingness to use PrEP in a sample of 608 MSM from November 2018 to May 2019 in Chengdu, China. Univariate and multivariate logistic regression analyses were used to explore the associations between different types of IPV and willingness to use PrEP. The average age of the participants was 31.8 ± 12.3 years, 48.9% of them were aware of PrEP before this study, and only 7.2% were aware of long-acting injectable PrEP (LAI-PrEP). The overall willingness to use any type of PrEP in the next 6 months was 82.2%. Approximately one third of the participants (n = 198) had experienced at least one type of IPV. We found that experience of sexual perpetration was negatively associated with the willingness to use on-demand PrEP (adjusted odds ratio [ORa] = 0.33, 95% CI = 0.16–0.67) and the overall willingness to use any type of PrEP (ORa = 0.31, 95% CI = 0.15–0.64). The willingness to use LAI-PrEP also had negative associations with any type of monitoring IPV (ORa = 0.58, 95% CI = 0.38–0.91), controlling victimization (ORa = 0.41, 95% CI = 0.21–0.82), and emotional victimization (ORa = 0.58, 95% CI = 0.35–0.97). The findings of this study demonstrate that IPV experiences are negatively associated with willingness to use PrEP among MSM, suggesting that PrEP promotion programs should consider IPV screening and develop explicit intervention strategies for both perpetrators and victims. [ABSTRACT FROM AUTHOR]