Cognitive reappraisal and creative self-concept among higher education students: A latent class analysis.

Abstract

Emotion regulation affects both personal and academic development, and it may also impact students' creative development. The main aim of this study was to analyze the extent to which higher education students' creative self-concept is influenced by their use of cognitive reappraisal as an emotion regulation strategy. We also examined the influence on the use of cognitive reappraisal of the following variables: grit, age, gender, and field of study. Participants were 990 Spanish university students aged between 17 and 32 years (M age = 18.44, SD = 1.52; 59.26% male). Latent class analysis identified three underlying profiles of cognitive reappraisal use. Perseverance of effort, one of the components of grit, was associated with a higher use of cognitive reappraisal to regulate emotion. Students who made greater use of cognitive reappraisal were also more likely to be more confident in their ability to be creative. These results suggest that enhancing students' emotion regulation skills should be a goal of higher education, insofar as this would also foster their creative potential. Emotion skills training should aim, in particular, to build perseverance of effort.

Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

“…For instance, some students can show patterns of high academic and creative achievement, while others can be identified as creative low achievers (Aljughaiman & Mowrer-Reynolds, 2005;Konstantinidou et al, 2013). Within-group differences have also been identified in studies of creative self-beliefs ( Alvarez-Huerta et al, 2023). For instance, high creative self-confidence scores can reflect a low ability level, which prevent the student from judging their performance accurately; or, on the other hand, can be an adequate judgment of a high level of performance (Dunning, Johnson, Ehrlinger, & Kruger, 2003;Urban & Urban, 2021).…”

“…Researchers in the field of educational psychology and creativity studies advocate for utilizing person‐centered approaches to uncover meaningful patterns among students (Álvarez‐Huerta, Muela, & Larrea, 2023; Harring & Hodis, 2016). Although variable‐centered approaches allow exploration of the association between variables of interest, such an approach aggregates scores and may mask individual differences contributing to the strength of the relationship between variables.…”