Creative Personal Identity and Creative Mindsets, and Their Implications for Creative Potential and Metacognition: A Latent Variable and a Latent Class Approach

The amount of attention given to creative beliefs has increased in recent years. This article suggests that the selection of one´s best ideas from a set of self-generated alternatives should be included as an indicator of metacognition; something known as creative metacognition accuracy. The present investigation examined the role of creative mindsets and creative personal identity on the selection of one´s best idea, creative self-efficacy, and potential, under two conceptualizations of these beliefs: latent variables and latent classes. College business students completed a battery of questionnaires assessing creative mindsets, creative personal identity, and creative self-efficacy. In addition, participants completed a divergent thinking task involving improvement of smartphones an-d were asked to choose their best idea. Two independent judges also selected the best idea from participants’ set of self-generated ideas. Under the latent class conceptualization, a class with high levels of growth mindset and creative personal identity, and low levels of a fixed mindset showed higher levels of accurate idea selection and creative self-efficacy than the rest of the classes. Similarly, under the latent variable conceptualization, creative personal identity had a positive influence on accurate idea selection and creative self-efficacy.

Supporting Creative Musical Mindsets in Ensemble Learning

This article suggests pathways for supporting habits of creativity and the development of creative mindsets in performance-ensemble learning spaces. The Wallas model of creative thought is used to frame the concept of creative musical mindsets. The author reflects on the assumptions and principles outlined in the stages of this influential model and suggests how facets of the model inform creative skill development in music learning. A developmental framework for creative musical mindsets and practical approaches to support habits of creativity in performance-ensemble learning are discussed.

Mapping Adolescents’ Everyday Creativity

Spontaneous creative activity among adolescents has been overlooked in creativity literature. This article overviews everyday creativity in adolescence, with a focus on medium-and -long term creative projects conducted in- and out-of-school. Almost one thousand Polish adolescents provided quite detailed descriptions of their creative projects conducted within the last year. These activities were classified, with a particular focus on multiple micro-domains. Students most often described creative behaviors performed outside of school as compared to school-related activities. Likelihood of engaging in creativity within different domains as well as the level of creativity were linked to participants’ creative self-concept, creative mindsets, and personality. Limitations and future directions are discussed.

Allard & Marie (2019). Explaining historical change in terms of LHT/ A pluralistic causal framework is needed

Baumard suggests that the advent, through phenotypic plasticity mechanisms, of future-oriented preferences and creative mindsets in eighteenth century Great Britain explains the wave of innovations that drove the British Industrial Revolution. We argue that, although this approach is promising, Baumard’s model would benefit from being supplemented by demographic, economic, and sociological explanations independent of Life History Theory (LHT).