Toward Untangling Creative Self-Beliefs

Beghetto, Ronald A.; Karwowski, Maciej

doi:10.1016/b978-0-12-809790-8.00001-7

Cited by 158 publications

(166 citation statements)

References 42 publications

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“…They promote employees' creative ideas and inspiration through exchange and learning from each other during daily life and work, thus improving creativity. This study also verified that creative self‐beliefs are influenced by training and the behaviour of parents and peers (Beghetto & Karwowski, ; Meinel, Wagner, Baccarella, & Voigt, ) and introduced the mechanism of these effects. Individuals' creative self‐beliefs and creative identities are formed in a creative environment constructed by parents and supervisors.…”

Section: Discussionsupporting

confidence: 73%

“…The influence of personal factors, particularly upbringing and education, on employee creativity has been increasingly discussed. Studies on this topic have focused predominantly on the development and implicit conception of creativity (Runco, ) and the difference between individual foci (e.g., perceptions of confidence or competence and the appraisal and regulatory beliefs; Beghetto & Karwowski, ). Much empirical research undertaken in China has discussed students' creativity based on their upbringing (e.g., Zhang et al, ).…”

Section: Related Theories and Proposed Hypothesesmentioning

confidence: 99%

“…Therefore, cultivating and shaping an individual's creative self‐belief is becoming a popular research topic in terms of both theory and practice (Karwowski & Kaufman, ). Research has focused on the different aspects of creative self‐efficacy, creative metacognition, creative self‐concept and other creative self‐belief concepts (Beghetto & Karwowski, ). The findings of Korzynski, Paniagua, and Rodriguez‐Montemayor () suggest that creativity is not only a personal feature but also a social phenomenon.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Is overparenting harmful to creativity?

Zheng

et al. 2019

Creat Innov Manage

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Heavy parental involvement is widely believed to inhibit creativity. On the basis of this rationale and the self‐creativity literature, this study collected paired data to examine the effects of overparenting (which includes the parental arrangement of daily life affairs and parental involvement in schooling), team learning, and coaching by immediate supervisors on employee creativity (i.e., the creativity of Chinese only‐child millennial employees). The findings are described as follows. First, parental involvement in schooling had a significant and positive effect on employee creativity, and the parental arrangement of daily life affairs was inversely related to employee creativity, as in a U‐shaped relationship. Second, supervisors' coaching behaviours improved employee creativity and partially moderated the relationship between overparenting and employee creativity. Third, team learning moderated the interrelationships between overparenting, coaching behaviours, and employee creativity. This paper discusses the complex factors that shape creativity and provides recommendations regarding the parenting and recruitment of Chinese millennials.

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Section: Discussionsupporting

confidence: 73%

Section: Related Theories and Proposed Hypothesesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Is overparenting harmful to creativity?

Zheng

et al. 2019

Creat Innov Manage

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“…Personality is usually perceived as a hard‐core, relatively stable variable that has biological roots (DeYoung, ), while self‐concept is rather theorized as a surface characteristic; malleable and influenced by environment and personality (Karwowski & Lebuda, , ). Creative self‐efficacy (CSE) is among the most often analyzed self‐concept variables (Beghetto & Karwowski, ; Farmer & Tierney, ; Puente‐Díaz, ) in recent years. Tierney and Farmer (, p. 1138), following the Bandura's () classic work, introduced the concept of CSE, defined as the belief that one has the ability to produce creative outcomes and deal with tasks that require creative thinking (see also Farmer & Tierney, ).…”

Section: Critical Thinking Disposition and Cscmentioning

confidence: 99%

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

Qiang

Han

Guo

et al. 2018

Journal of Creative Behavior

Self Cite

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This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self‐concept (trait‐like creative self‐efficacy). A large sample (N = 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait‐like creative self‐efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self‐concept and scientific creativity, and creative self‐concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self‐concept for creative functioning.

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“…Research in creativity tends to focus on how one or more of the interacting elements identified by Plucker et al (; i.e., aptitude, process, and/or environment) influence creative outcomes. Research related to the environment focuses on how external personal and socio‐cultural factors influence creative production (Beghetto & Karwowski, ; Hennessey & Amabile, ). Research related to the creative process examines mental processes used when someone engages in creativity, from understanding and studying the problem to generating different ideas to selecting and implementing potential solutions (Sawyer, ; Wallas, ).…”

Section: Introductionmentioning

confidence: 99%

Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering

Taylor

Zaghi

Kaufman

et al. 2020

J of Engineering Edu

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Background Creativity is increasingly recognized as an important skill for success in the field of engineering, but most traditional, post‐secondary engineering education programs do not reward creative efforts. Failing to recognize creativity or creative efforts can have particularly negative effects for those students with attention deficit hyperactivity disorder (ADHD), who may exhibit enhanced divergent thinking ability yet struggle in the traditional educational environment. Purpose/Hypothesis This study was conducted to investigate how ADHD characteristics, academic aptitude, and one important component of creativity (divergent thinking) contribute to academic performance in engineering programs and how traditional markers of academic performance and ADHD characteristics predict divergent thinking. Design/Method Undergraduate engineering students (n = 60) completed measures of ADHD symptoms and divergent thinking. Scholastic Aptitude Test (SAT) scores and grade point average (GPA) were collected from university records, and hypotheses were tested using a series of multivariate regression models. Results Verbal SAT scores were the only positive predictor of overall GPA and engineering GPA. ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA. ADHD characteristics were the only positive predictor of divergent thinking ability. Conclusions ADHD characteristics negatively predict academic performance (i.e., GPA) in engineering programs but are more predictive of divergent thinking ability than traditional markers of academic performance.

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Toward Untangling Creative Self-Beliefs

Cited by 158 publications

References 42 publications

Is overparenting harmful to creativity?

Is overparenting harmful to creativity?

Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self‐Efficacy

Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering

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