The creative self and creative thinking: An exploration of predictive effects using Bayes factor analyses.

Hass, Richard W.; Katz‐Buonincontro, Jen; Reiter‐Palmon, Roni

doi:10.1037/aca0000169

Cited by 19 publications

(28 citation statements)

References 67 publications

(131 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Four items measuring fixed mindset items were adapted from Karwowski’s (2014) creative mindset scale. Karwowski’s original scale had five fixed mindset items, but one was dropped that consistently exhibited low factor loadings in other studies using the scale (e.g., Hass et al, 2018; Katz‐Buonincontro et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…Four growth creative mindset items were also adapted from Karwowski’s (2014) creative mindset scale. This subscale tends to show fair internal consistency (Hass et al, 2018) and tends to show a negative correlation with fixed mindset, though they are generally viewed as separate constructs (Karwoski et al, 2019). We used a 4‐item version, rather than Karwowski’s 5‐item version, as prior research showed lower factor loadings for one of the items (Katz‐Buonincontro et al, 2016).…”

Section: Methodsmentioning

confidence: 99%

“…In summary, the present study will bridge three major streams of research: teacher’s perspectives on creativity (Chan & Yuen, 2014; Cheung & Leung, 2013; Hartley & Plucker, 2014; Rubenstein et al, 2013), beliefs about teaching for creativity, including creative mindsets (Hass et al, 2018; Henriksen & Mishra, 2015; Karwowski, 2014; Karwoski, Royston, et al, 2018; Katz‐Buonincontro et al, 2020), creative self‐efficacy, desirability, and value of creativity for teaching success (Katz‐Buonincontro et al, 2020); and cross‐cultural perspectives on teacher creativity (Karwowski & Tang, 2016). Given the stated gaps in teacher beliefs about their own capacity to teach for creativity, especially in international, comparative studies of teachers, this study aimed to answer the following question: ‘Does the five‐factor latent structure of the Beliefs about Teaching for Creativity Scales remain invariant across samples based in the U.S. and China?’ It was expected that measurement invariance would hold given prior study results (Karwowski & Tang, 2016).…”

Section: Introductionmentioning

confidence: 93%

“…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%

“…For example, there is a robust correlation between endorsement of a growth creative mindset and self‐reported creative self‐efficacy (e.g., Karwowski, 2014; Katz‐Buonincontro et al, 2016; Zhou, Yang, & Bai, 2020). However, results of studies linking mindsets to creative behaviours have been mixed (Hass et al, 2018). For instance, while mindset theory has generally assumed a fixed to growth continuum, Karwowski and colleagues (Karwowski, Royston, et al, 2019) demonstrated a bi‐factor model of creative mindset and classified respondents into four classes using latent profile analyses: low growth‐high fixed, high growth‐low fixed, high growth‐high‐fixed, and low growth‐low fixed.…”

Section: Introductionmentioning

confidence: 99%

See 4 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

Self Cite

View full text Add to dashboard Cite

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.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 93%

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

Self Cite

View full text Add to dashboard Cite

show abstract

Multilevel outcomes of creativity in organizations: An integrative review and agenda for future research

2023

View full text Add to dashboard Cite

SummaryEmployee creativity is critical for an organization's innovativeness and survival in today's competitive business environment. As such, scholars have devoted significant attention to the predictors of employee creativity, seeking to understand how to best increase employees' creative output. However, employee creativity may not always translate into organizational innovation and performance. In fact, employee creativity may result in various outcomes for creative individuals, their coworkers, teams, and organizations. While there have been several integrative reviews on the antecedents of creativity, an in‐depth review of the outcomes of creativity is still needed to gain a holistic understanding of the benefits and costs of employee creativity and identify fruitful areas for future research. Thus, we aim to provide a comprehensive multilevel examination of the theories, methods, and creativity‐related constructs used to examine the outcomes of creativity. We also provide several theoretical and empirical opportunities for future research. This review may provide managers with knowledge of the pros and cons of employee creativity, enabling them to make informed decisions on how to better manage employee creativity.

show abstract

Idea Generation, Selection, and Evaluation: A Metacognitive Approach

Puente‐Díaz

Cavazos‐Arroyo

Puerta-Sierra

2021

Journal of Creative Behavior

View full text Add to dashboard Cite

In the present investigation, we make the claim that the creative process of generating, evaluating, and selecting ideas has cognitive and metacognitive components, capable of influencing each other. Hence, we suggest broadening the scope of creative metacognition. We take an exploratory approach to test relationships between creative beliefs and metacognitive indicators in three studies with business students. Across three studies, overestimation of the quality of one´s ideas and originality scores had a negative relationship with accurate idea selection. Creative self-efficacy, growth mindsets, and ease of idea generation were positively related to the overestimation of the creativity of ideas generated. In addition, creative self-efficacy and growth mindsets had a positive relationship with originality scores. We also found some results that were interesting, but inconsistent across all three studies. Ease of idea generation, for example, had a positive relationship with accurate idea selection but a non-significant relationship in the remaining two studies. Similarly, originality scores significantly informed ease of idea generation in one of three studies. The applied and theoretical implications for creative metacognition were discussed.

show abstract

The creative self and creative thinking: An exploration of predictive effects using Bayes factor analyses.

Cited by 19 publications

References 67 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

Multilevel outcomes of creativity in organizations: An integrative review and agenda for future research

Idea Generation, Selection, and Evaluation: A Metacognitive Approach

Contact Info

Product

Resources

About