Conflicted epistemic beliefs about teaching for creativity

Katz‐Buonincontro, Jen; Perignat, Elaine; Hass, Richard W.

doi:10.1016/j.tsc.2020.100651

Cited by 23 publications

(24 citation statements)

References 47 publications

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“…Two results from the Katz‐Buonincontro et al (2020) study are important here. First, using exploratory factor analysis, we found preliminary evidence for a distinction between the desirability and value items (each loaded highly on separate factors).…”

Section: Introductionmentioning

confidence: 89%

“…Most creativity studies have focused on teachers’ perceptions of creative students (Fryer & Collings, 1991) or the measurement of teaching creativity in the classroom (e.g., Cheung & Leung, 2013; Hartley & Plucker, 2014; Rubenstein, McCoach, & Siegle, 2013), but very few studies focus on teachers’ beliefs about their capacity to teach for creativity. Of the studies examining the general topic of teacher creativity, only a few studies have touched upon whether teacher beliefs about teaching for creativity are either malleable (learnable) or fixed (not learnable) (Hass, Katz‐Buonincontro, & Reiter‐Palmon, 2018; Katz‐Buonincontro, Hass, & Perignat, 2020; Katz‐Buonincontro, Hass, & Reiter‐Palmon, 2016). This builds upon Dweck and colleagues’ studies (e.g., Dweck, 2008; Dweck, Chiu, & Hong, 1995; Dweck & Leggett, 1988).…”

Section: Introductionmentioning

confidence: 99%

“…To validate such a theoretical distinction between the desirability of creativity for teaching success and the value of creativity for student learning, Katz‐Buonincontro et al (2020) developed two short scales to measure each construct. Desirability was measured with items like ‘being creative will help me be a successful teacher’, while value was measured with items like ‘creativity is important for student learning and growth’.…”

Section: Introductionmentioning

confidence: 99%

“…Desirability was measured with items like ‘being creative will help me be a successful teacher’, while value was measured with items like ‘creativity is important for student learning and growth’. The full set of items along with the others used in the Katz‐Buonincontro et al (2020) study and this analysis are listed in the Appendix. Apart from the items designed to measure value, the other items were adapted from other sources to include teaching‐specific language (for more information see Katz‐Buonincontro et al, 2020, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…The full set of items along with the others used in the Katz‐Buonincontro et al (2020) study and this analysis are listed in the Appendix. Apart from the items designed to measure value, the other items were adapted from other sources to include teaching‐specific language (for more information see Katz‐Buonincontro et al, 2020, 2016). A sample of 176 pre‐service and practicing teachers (enrolled in undergraduate and graduate programmes at a university in the Northeastern United States) was administered all items in the Appendix and ‘domain‐general’ versions of the items.…”

Section: Introductionmentioning

confidence: 99%

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Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators

Katz‐Buonincontro

Hass

Kettler

et al. 2020

Brit J of Edu Psychol

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Background While empirical research on creativity has grown steadily over the past 35 years, teachers’ beliefs about creativity and their implicit beliefs about teaching for creativity remains understudied, as well as cross‐cultural examination of teacher beliefs in this area. Aims This study explored the measurement invariance of beliefs about teaching for creativity (creative self‐efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success and value of creativity for student academic and workplace success). Sample American and Chinese educators at two universities were surveyed to rate the degree to which they agreed with statements about beliefs about teaching for creativity (N = 376). Methods Measurement invariance analysis was used Multiple‐Groups Confirmatory Factor Analysis with the lavaan package in the R Statistical Programing Environment. Results Partial measurement invariance was obtained such that a model with factor loadings constrained equal across samples for four of the five constructs (creative self‐efficacy, fixed creative mindset, growth creative mindset, desirability of creativity for teaching success), did not worsen model fitness. Additionally, when factor loadings for items on the value of creativity for student academic and workplace success latent variable were allowed to vary across samples, we found evidence of structural invariance. That is, the covariances among the five latent variables were found to be invariant across samples. Conclusions The major result of this study is that the theoretical structure and relations among five important creative self‐constructs is invariant across American and Chinese educational constructs. However, there may be cultural differences in the value of creativity for student academic and workplace success, as perceived by teachers. Future research can focus on calibrating teacher beliefs about teaching for creativity with classroom observation, in American and Chinese educational contexts.

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Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators

Katz‐Buonincontro

Hass

Kettler

et al. 2020

Brit J of Edu Psychol

View full text Add to dashboard Cite

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Who Benefits from Creative Mindsets?: The Effects of Domain‐Specific Knowledge on the Relationships Between Creative Mindsets and Creative Performance in the Context of ESL/EAL Writing

Bereczki

Nagy

2023

Journal of Creative Behavior

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In the past decade, creativity researchers have attempted to explore how creative fixed and growth mindsets shape creative outcomes and effort. Previous studies found a strong association between creative mindsets and self‐perceptions. However, research on the relationship between creative mindsets and performance led to mixed results. In an attempt to explain these confusing findings, many advocated the idea that creative mindsets may influence how learners utilize their domain knowledge and skills in creative performance. To empirically test this assumption, we investigated the influence of domain knowledge and skills on the relationship between creative mindsets and performance among college students (n = 125) in the context of ESL/EAL writing. Our results show that a fixed creative mindset, but not growth, together with ESL/EAL writing proficiency contribute to ESL/EAL creative writing performance. We also found that domain‐specific knowledge and skills play a role in how creative mindsets translate to creative performance: while endorsing a fixed mindset was detrimental for students at all ESL/EAL writing proficiency levels, a growth mindset was beneficial at high proficiency levels only. These findings contradict the assumption that cultivating a growth creative mindset will lead to positive creative outcomes for all. Practical implications, limitations, and future research directions are discussed.

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Building dream STEAM teams: Harnessing interdisciplinarity to enrich research

Katz‐Buonincontro

2023

Handbook of Organizational Creativity

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Conflicted epistemic beliefs about teaching for creativity

Cited by 23 publications

References 47 publications

Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators

Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators

Who Benefits from Creative Mindsets?: The Effects of Domain‐Specific Knowledge on the Relationships Between Creative Mindsets and Creative Performance in the Context of ESL/EAL Writing

Building dream STEAM teams: Harnessing interdisciplinarity to enrich research

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