Simple yet wise? Students’ creative engagement benefits from a daily intervention.

Democratizing Creativity by Enhancing Imagery and Agency: A Review and Meta-Analysis

“…The CBAA model was developed based on previous theorizing in creativity literature (Sternberg 2002), but it was also inspired by prominent works in educational psychology (e.g., expectancy-value theory of motivation; Wigfield & Eccles, 2000). So far, its main predictions were supported by correlational and longitudinal studies (Karwowski & Beghetto, 2019), although there is also interventional research that seems promising as a way of developing creative activity by supporting creative self-confidence, which we discuss in more detail in the third part of this chapter (Zielińska, Lebuda, & Karwowski, in press). Notably, both creative confidence and the perceived value of creativity are elements that provide a plausible answer to the question of why creative potential is or is not translated into creative achievement.…”

“…One reason to expect such a relationship is the lower subjective cognitive load that complex tasks induce among more creatively self-efficacious people (Redifer et al, in press). Additionally, given their confidence and experience, they might have a more pragmatic and organized approach to such problems and feel less stressed and helpless when faced with them (Zielińska et al, 2022; Zielińska, Lebuda, & Karwowski, in press).…”

“…Similarly, there is a reason to expect that people who are stronger in their creative self-perception will be able to plan, monitor, and assess their creative functioning more effectively, and hence be better at self-regulating their functioning (Zielińska, Lebuda, & Karwowski, in press). One reason to expect such a relationship is the lower subjective cognitive load that complex tasks induce among more creatively self-efficacious people (Redifer et al, in press).…”

How stable is the creative self-concept? A latent state-trait analysis.

“…We propose that future work explore the possibility of developing educational interventions that might shape both creative confidence (i.e., creative self-efficacy) and the perceived importance of creativity; namely, creative personal identity. Consider an example of a recent daily based wise intervention (Zielińska, Lebuda, & Karwowski, 2022) that targeted students’ creative self-concept over more than 2 weeks. During 1 week (numerals should be used with units), participants performed a simple tasks that emphasized relevance and variety of faces creativity could have, while the other week did not engage any manipulation.…”

“…In that sense, when we talk about creative self-concept here, we perceive it as including creative personal identity as well as creative self-efficacy. Apart from theoretical reasons, there are also empirical arguments that, indeed, a latent variable of creative self-concept might be formed as a higher-order factor loaded by creative self-efficacy and creative personal identity (Lebuda et al, 2021; Zielińska, Lebuda, & Karwowski, 2022).…”