Teaching for Creativity: Domains and Divergent Thinking, Intrinsic Motivation, and Evaluation

The Psychology of Creativity

Secrets of Creativity ◽

10.1093/oso/9780190462321.003.0004 ◽

2019 ◽

pp. 64-85

Author(s):

Robert J. Sternberg

Keyword(s):

Intrinsic Motivation ◽

Real World ◽

Creative Thinking ◽

Divergent Thinking ◽

Creative Work ◽

Creative People ◽

Investment Theory ◽

Facet Model ◽

Alternative Theories ◽

Psychology Of Creativity

With respect to the psychology of creativity, different approaches are presented that this author has developed over the years. In particular, they are a three-facet approach, an investment approach, and a propulsion approach to creative work. According to the three-facet model, the aspect of intelligence that is most important is creative intelligence. According to the investment theory, creative people defy the crowd as they question familiar beliefs and assumptions. According to the propulsion theory, creativity propels a field in a new direction. Divergent thinking is discussed, but only as a small part of the wider scope of creativity that occurs in real-world domains. Alternative theories are reviewed. Emerging from these theories are common “creative” dispositions that are described, such as an openness to new experience, a willingness to take risks, and intrinsic motivation. Conclusions are drawn regarding how education—often early education—can nurture the development of creative thinking in our society.

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Exploring the Potential of Art Workshop: An Attempt to Foster People’s Creativity in an Online Environment

Creativity Theories – Research – Applications ◽

10.2478/ctra-2021-0007 ◽

2021 ◽

Vol 8 (1) ◽

pp. 89-107

Author(s):

Daichi Shimizu ◽

Ibuki Yomogida ◽

Wang Shijun ◽

Takeshi Okada

Keyword(s):

Intrinsic Motivation ◽

Divergent Thinking ◽

Thinking Skills ◽

Online Environment ◽

Creative Processes ◽

Dynamic Development ◽

Art Program ◽

Fostering Creativity ◽

Active Interaction

Abstract Recently, the importance of creativity in society has been clearly recognized. Furthermore, educational practices through art, such as the STEAM paradigm, are being implemented gradually. However, the framework of how creativity should be fostered through art has not been sufficiently discussed. Based on studies of artists’ creative expertise, this study proposed a framework for fostering creativity through art. In addition, we conducted a year-long art program based on this framework in an online environment and investigated its effects. As a framework, we proposed the importance of long-term support for the dynamic development of participants’ creativity. We mainly focused on the following four components: active interaction with objects and the environment through bodily action, active interaction with others and their works (inspiration), exploration in creative processes (exploration), and promotion of intrinsic motivation and decrease in creativity anxiety (motivation). After a total of eight workshops over a year, we observed improvements in the participants’ creativity anxiety, divergent thinking skills, images of art and creation, and openness to others. We discussed the effectiveness of the proposed framework and the advantages and limitations of using an online environment.

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Teachers Creativity and its Specific Expression in Educational Process

Pedagogika ◽

10.15823/p.2016.01 ◽

2016 ◽

Vol 121 (1) ◽

pp. 5-22

Author(s):

Daiva Grakauskaitė - Karkockienė

Keyword(s):

Intrinsic Motivation ◽

Divergent Thinking ◽

Educational Process ◽

University Education ◽

Specific Expression ◽

Cronbach Alpha ◽

Education Of Students

The article discusses different aspects of teachers’ creativity and its specific expression in educational process. In Lithuania it is the first research focused on relationship between different aspects of teachers’ creativity and their views about its nature. The aim of this research – to explore relationship between specific aspects of teachers’ creativity (divergent thinking, nonconformity, persistence and intrinsic motivation) and teachers’ qualification as well as pedagogical experience. The questionnaire for evaluation of creativity was made for this study (Cronbach alpha – 0,848). The research involved 102 teachers from Vilnius and Marijampole districts, including 78 females and 24 males having university education. Teachers have different qualification categories and different pedagogical experience. The results of the research have shown that a higher qualification category as well as a longer pedagogical experience are related to higher estimates of divergent thinking, nonconformity, intrinsic motivation, but are not related to the persistence. The teachers were asked also if creativity is a gift or if it could be developed. It’s important to study this topic because on it depends the education of students’ creativity at schools. It has been revealed that teachers with a higher qualification category as well as a longer pedagogical experience more often believe that creativity could be developed.

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The Relationships between Leader Creativity Expectations, Intrinsic Motivation, and Creative Performance

SEISENSE Journal of Management ◽

10.33215/sjom.v2i2.123 ◽

2019 ◽

Vol 2 (2) ◽

pp. 58-68 ◽

Cited By ~ 2

Author(s):

Muhammad Shahnawaz Adil ◽

Kamal Bin Ab Hamid

Keyword(s):

Intrinsic Motivation ◽

Divergent Thinking ◽

Social Contexts ◽

Policy Implications ◽

Creative Performance ◽

Pygmalion Effect ◽

New Business ◽

The Relationship ◽

Theory Of Motivation

Objective: The objectives of this conceptual paper are two folds: to propose and argue a) the direct relationship between leader creativity expectations and creative performance; and b) the mediating role of intrinsic motivation between leader creativity expectations and creative performance. Design: Drawing upon Pygmalion effect, Herzberg’s two-factor theory of motivation, and componential theory of creativity, two propositions are suggested. Findings: It is proposed that there will be a positive relationship between leader creativity expectations and creative performance. In addition, the authors also make the case that intrinsic motivation will mediate the relationship between leader creativity expectations and creative performance. Originality: The significant original contribution of this article is that it suggests a theoretical relationship of Pygmalion effect with Herzberg’s two-factor theory of motivation and componential theory of creativity to propose a new conceptual framework. In addition, this paper extends our knowledge regarding the pertinent role of leader creativity expectations in stimulating the divergent thinking process of people in the workplace. Policy Implications: This article attempts to provide a clear guideline to both practitioners and academicians to better explore the relationship between expectations and employee creativity. The proposed framework may be applied in various social contexts such as healthcare, education, creative advertising, research and development, hospitality and new business incubation.

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Variations Across the Menstrual Cycle in EEG Activity During Thinking and Mental Relaxation

Journal of Psychophysiology ◽

10.1027//0269-8803.13.3.163 ◽

1999 ◽

Vol 13 (3) ◽

pp. 163-172 ◽

Cited By ~ 7

Author(s):

R. Krug ◽

M. Mölle ◽

H.L. Fehm ◽

J. Born

Keyword(s):

Menstrual Cycle ◽

Divergent Thinking ◽

Spectral Power ◽

Plasma Concentrations ◽

Task Demands ◽

Menstrual Phase ◽

Convergent Thinking ◽

Eeg Activity ◽

Dimensional Complexity ◽

Mental Relaxation

Abstract Previous studies have indicated: (1) peak performance on tests of divergent creative thinking during the ovulatory phase of the menstrual cycle; (2) compared to convergent analytical thinking, divergent thinking was found to be associated with a distinctly increased dimensional complexity of ongoing EEG activity. Based on these findings, we hypothesized that cortical information processing during the ovulatory phase is characterized by an increased EEG dimensionality. Each of 16 women was tested on 3 occasions: during the ovulatory phase, the luteal phase, and menses. Presence of the phases was confirmed by determination of plasma concentrations of estradiol, progesterone, and luteinizing hormone. The EEG was recorded while the women performed: (1) tasks of divergent thinking; (2) tasks of convergent thinking; and (3) during mental relaxation. In addition to EEG dimensional complexity, conventional spectral power analysis was performed. Behavioral data confirmed enhanced creative performance during the ovulatory phase while convergent thinking did not vary across cycle phases. EEG complexity was higher during divergent than convergent thought, but this difference remained unaffected by the menstrual phase. Influences of the menstrual phase on EEG activity were most obvious during mental relaxation. In this condition, women during the ovulatory phase displayed highest EEG dimensionality as compared with the other cycle phases, with this effect being most prominent over the central and parietal cortex. Concurrently, power within the alpha frequency band as well as theta power at frontal and parietal leads were lower during the luteal than ovulatory phase. EEG results indicate that task demands of thinking overrode effects of menstrual cycle. However, with a less demanding situation, an ovulatory increase in EEG dimensionality became prominent suggesting a loosening of associative habits during this phase.

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Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.1.1 ◽

2009 ◽

Vol 25 (1) ◽

pp. 1-7 ◽

Cited By ~ 12

Author(s):

Jörg-Tobias Kuhn ◽

Heinz Holling

Keyword(s):

Measurement Invariance ◽

Divergent Thinking ◽

Factor Model ◽

Age Groups ◽

Thinking Skills ◽

Specific Model ◽

Confirmatory Factor Analyses ◽

Domain Specific ◽

Gender And Age ◽

Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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Dreamlike and Playful Virtual Environments to Inspire Children’s Divergent Thinking

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000279 ◽

2020 ◽

pp. 1-11

Author(s):

Jérôme Guegan ◽

Claire Brechet ◽

Julien Nelson

Keyword(s):

Virtual Environments ◽

Divergent Thinking ◽

Idea Generation ◽

Combined Processes ◽

Office Environment ◽

School Aged Children

Abstract. Computers have long been seen as possible tools to foster creativity in children. In this respect, virtual environments present an interesting potential to support idea generation but also to steer it in relevant directions. A total of 96 school-aged children completed a standard divergent thinking task while being exposed to one of three virtual environments: a replica of the headmistress’s office, a replica of their schoolyard, and a dreamlike environment. Results showed that participants produced more original ideas in the dreamlike and playful environments than in the headmistress’s office environment. Additionally, the contents of the environment influenced the selective exploration of idea categories. We discuss these results in terms of two combined processes: explicit references to sources of inspiration in the environment, and the implicit priming of specific idea categories.

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