A review study about creativity in adolescence: Where is the social context?

Zanden, P.J.A.C. van der; Meijer, Paulien C.; Beghetto, Ronald A.

doi:10.1016/j.tsc.2020.100702

Cited by 34 publications

(23 citation statements)

References 74 publications

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“…There is a considerable evidence revealing beneficial effects on different facets of creative potential. Studies on creativity in education field show an effective and real development of creativity if relevant efforts are made in this direction in all levels of education from pre-school to higher education [3,8,[44][45][46][47][48]. In addition, evidence has been found to suggest the importance of the role of the educator as a basis for the development of creativity and an opportunity to guide the child's early development of creativity [49].…”

Section: Teaching Methodology For Creative Thinking Skills Developmentmentioning

confidence: 99%

“…In addition, evidence has been found to suggest the importance of the role of the educator as a basis for the development of creativity and an opportunity to guide the child's early development of creativity [49]. A recent meta-study, highlights the importance and the need to explain and explore the teaching-learning processes involved in the development of creativity, identifying the techniques and procedures used [8].…”

Section: Teaching Methodology For Creative Thinking Skills Developmentmentioning

confidence: 99%

“…There is a consensus among scholars that creativity is not just another skill, but rather a complex process of human subjectivity that is based on a set of psychological resources that are specifically configured and regulate human behavior [7]. Contemporary researchers have expanded the concept of creativity by recognizing that creative action is a dynamic and inconclusive process and is even co-constitute with the broader social context [8].…”

Section: Concept and Relevant Aspects Of The Construct Of Creativitymentioning

confidence: 99%

“…In this sense, Glăveanu [35] has presented an overview of how expanded conceptions of creativity including the context dimension can help move the field from a He paradigm (limited to a few select creators) to an I paradigm (focuses on individuals, but acknowledges that all people are capable of being creative) and toward a We paradigm (sociocultural an expansive focus). The We-paradigm starts from the idea that creativity takes place within, is constituted and influenced by the social context [8]. These more expansive views about creativity are illustrated in a recent publication of a group of active creativity scholars that outlines the key assumptions of a socio-cultural conception of creativity [36].…”

Section: The Context In Creativitymentioning

confidence: 99%

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Development of Creative Thinking Skills in the Teaching-Learning Process

Larraz-Rábanos¹

2021

Teacher Education - New Perspectives

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Creativity is one of the most appreciated learning skills current the XXI century. The development of creativity has been considered essential in order to achieve an effective and a high-level learning. As different approaches to its study, creativity has been defined as a result, as a process, as a construct derived from the influence of the context and of the experience and as a personality feature of human nature. The aim of this contribution is to explain the study of creativity from the mentioned approaches to achieve a comprehension of such construct. In addition, the focus has been centred on highlight the development of creativity from an educational approach, starting from the description, implication of the use and application of creative strategies in the teaching and learning processes. Finally, a brief description is made of the most important or relevant strategies found in the literature, with emphasis on the incorporation of these strategies in the problem-solving process.

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Section: Teaching Methodology For Creative Thinking Skills Developmentmentioning

confidence: 99%

Section: Teaching Methodology For Creative Thinking Skills Developmentmentioning

confidence: 99%

Section: Concept and Relevant Aspects Of The Construct Of Creativitymentioning

confidence: 99%

Section: The Context In Creativitymentioning

confidence: 99%

See 2 more Smart Citations

Development of Creative Thinking Skills in the Teaching-Learning Process

Larraz-Rábanos¹

2021

Teacher Education - New Perspectives

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“…In addition, the creative identity or self-view of people defining “I am creative in an explorative/exploitative way” is oftentimes malleable. It can change because of external factors (Ng and Feldman, 2012 ; Carlsen, 2016 ; van der Zanden et al, 2020 ). Therefore, we propose two hypotheses addressing product novelty and meaningfulness:…”

Section: Theoretical Background and Hypothesesmentioning

confidence: 99%

Product Creativity as an Identity Issue: Through the Eyes of New Product Development Team Members

Park

Suzuki

2021

Front. Psychol.

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In this study, we introduce a concept of product identification that denotes the overlap between identities of a new product and its developer. As creativity is the most important identity dimension in the new product, we draw on two dimensions of creativity: novelty and meaningfulness. According to the argument that novelty represents exploration, whereas meaningfulness represents exploitation, we hypothesize that product novelty is associated with an explorative behavior of new product team members, while product meaningfulness is associated with exploitative behavior. More importantly, product identification is proposed as the mechanism that explains the amplification effect of product identity on team members. Based on survey data collected from 200 Japanese new product development (NPD) team members, we conduct a statistical analysis to test the hypotheses. The findings demonstrate the alignment between the identity of a new product and the behaviors of the NPD members, which is amplified by product identification but not by organizational identification.

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Features of the Development of Creative Thinking When Creating Electronic Music in Adolescents: Specialized Applications

Wang

2022

Journal of Creative Behavior

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An experiment aimed at developing creative thinking and emotional literacy in adolescents was carried out. The study involved 25 adolescents aged 14–16 years and their parents—37 people (37–45 years old). Based on the use of the NanoStudio application, a creative improvisation training session was conducted among adolescents in the context of educational cases. The methodology for the development of creative skill turned out to be interesting, exciting, and effective; collaboration with children, according to parents, created an atmosphere of community and promoted an active and passionate desire for joint creative actions. The results of the survey of adolescents demonstrated a positive attitude to the implementation of creative practices which was accompanied by interest, enthusiasm, joy, trust, admiration, delight, and optimism. Since adolescence is a period of increased emotionality, which is characterized by risky behavior associated with the formation of new views, values, and interests, the need of young people for psychological adaptation, the practical value of the study lies in demonstrating the practical experience of transforming the emotional experiences of adolescents into a creative musical product, as an alternative behavior, in terms of interaction of personal, parental, and pedagogical contexts.

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A review study about creativity in adolescence: Where is the social context?

Cited by 34 publications

References 74 publications

Development of Creative Thinking Skills in the Teaching-Learning Process

Development of Creative Thinking Skills in the Teaching-Learning Process

Product Creativity as an Identity Issue: Through the Eyes of New Product Development Team Members

Features of the Development of Creative Thinking When Creating Electronic Music in Adolescents: Specialized Applications

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