ArticleFrontiers in psychology2025
Investigating cognitive flexibility and innovation in interdisciplinary project-based learning: the role of openness to learning and peer feedback quality in vocational education.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Mindful attention awareness, creative trait motivation, cognitive flexibility, and achievement goal orientation among medical students: a profile analysis and mediation analysis.Frontiers in psychology · 2026Article
- Adaptive AI-generated feedback in higher education: exploring associations with cognitive flexibility and academic psychological safety among engineering students.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
5 authors.
Funding
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Abstract
This study investigates how cognitive flexibility, engagement, and teamwork interact to foster problem-solving and innovation within interdisciplinary project-based learning (PBL) in vocational education. Drawing on Cognitive Flexibility Theory (CFT), Social Interdependence Theory (SIT), and Transformative Learning Theory (TLT), it examines the contextual roles of project complexity and knowledge diversity, as well as the moderating effects of openness to learning and peer feedback quality. A cross-sectional survey of vocational students (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.