Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research

Rubenstein, Lisa DaVia; Callan, Gregory L.; Ridgley, Lisa M.

doi:10.1007/s10648-017-9431-5

Cited by 56 publications

(58 citation statements)

References 111 publications

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“…After decades of extensive research, a deeper understanding developed of the competencies, characteristics, and cognitive processes associated with creativity ( Plucker et al, 2004 ; Cadle, 2015 ), and researchers took a more nuanced and interdisciplinary approach to understanding creativity ( Goswami, 1996 ). For example, a recent grounded-theory study proposed that the creative process for journalists goes through four stages: cognition, cultivation, capture, and reflection ( Rubenstein et al, 2017 ). Some studies have taken a dynamic view, arguing that creative achievement and creative uncertainty are key to the creative process ( Corazza, 2016 ).…”

Section: Theoretical Basis and Hypothesesmentioning

confidence: 99%

Depression and Creativity During COVID-19: Psychological Resilience as a Mediator and Deliberate Rumination as a Moderator

Shao

Zeng

et al. 2021

Front. Psychol.

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Purpose: The pandemic of coronavirus disease 2019 (COVID-19), which has had a significant impact on people’s lives, has apparently increased the incidence of depression. Although the topic of how depression affects creativity is contested, previous research has revealed a significant relationship between the two. The purpose of this study is to further investigate the relationship and the mechanisms that operate between depression and creativity.Methods: A total of 881 students at an independent college in China completed a questionnaire consisting of the Self-Reported Depression Scale, Runco Ideational Behavior Scale, Psychological Resilience Scale, Deliberate Rumination Scale and demographic information. Among the respondents, 317 (36.0%) were male and 564 (64.0%) were female, all of whom were from the same grade. Correlation analyses were conducted, and then the researchers carried out mediation analysis and developed a moderated mediation model.Results: The results indicated that (a) depression was positively related to creativity (r = 0.085, p < 0.05); (b) psychological resilience mediated the relationship between depression and creativity; specifically, psychological resilience was negatively related to depression (r = −0.462, p < 0.01), which in turn was positively related to creativity (r = 0.198, p < 0.01); and (c) deliberate rumination moderated the relationship between depression and psychological resilience, showing a significant negative correlation with depression (r = 0.138, p < 0.01), psychological resilience (r = 0.078, p < 0.05), and creativity (r = 0.288, p < 0.05); specifically, higher levels of deliberate rumination strengthened the negative correlation between psychological resilience and depression.Conclusion: The results suggest that depression is a positive predictor of creativity and may promote creativity to some extent. Further, individuals with greater psychological resilience are more creative than those with less psychological resilience, as it is a question of whether they can and to what extent they can effectively use depression as an emotional resource. Last, an individual’s level of deliberate rumination moderates the mediating process, especially at the stage where depression is associated with psychological resilience. These findings advance understanding of the mechanisms that operate between depression and creativity.

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Section: Theoretical Basis and Hypothesesmentioning

confidence: 99%

Depression and Creativity During COVID-19: Psychological Resilience as a Mediator and Deliberate Rumination as a Moderator

Shao

Zeng

et al. 2021

Front. Psychol.

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“…Analysis of strategies involved in the performance phase (e.g., critical thinking, ideation, imagery) seems to be specifically relevant to their relationship with self-regulated learning ( Rubenstein et al, 2017 ). According to this approach, creative process strategies may support learning strategies, because of their relevance for self-regulation.…”

Section: Introductionmentioning

confidence: 99%

Exploring the Creative Process: Integrating Psychometric and Eye-Tracking Approaches

et al. 2018

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This exploratory study aims at integrating the psychometric approach to studying creativity with an eye-tracking methodology and thinking-aloud protocols to potentially untangle the nuances of the creative process. Wearing eye-tracking glasses, one hundred adults solved a drawing creativity test – The Test of Creative Thinking-Drawing Production (TCT-DP) – and provided spontaneous comments during this process. Indices of visual activity collected during the eye-tracking phase explained a substantial amount of variance in psychometric scores obtained in the test. More importantly, however, clear signs of methodological synergy were observed when all three sources (psychometrics, eye-tracking, and coded thinking-aloud statements) were integrated. The findings illustrate benefits of using a blended methodology for a more insightful analysis of creative processes, including creative learning and creative problem-solving.

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“…To determine the efficacy of the PL, these are the outcomes that require complex measurement. Measurement options are available but not often widely used, such as specifically designed classroom process rubrics (Shively et al, 2018), self-regulation interview protocols (Rubenstein, Callan, & Ridgley, 2018), and computerized creative problem-solving tasks (The Organisation for Economic Co-operation and Development, 2014), among others.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

“…Despite these emphases, many teachers do not feel as if they are able to integrate these goals within their required curriculum (e.g., creative thinking; Rubenstein, Ridgley, et al, 2018). Commonly cited challenges include standardized testing demands, lack of confidence in the pedagogical content knowledge, or lack of environmental support (Beghetto, 2007; Rubenstein, Callan, & Ridgley, 2018; Schacter et al, 2006). To support teachers, researchers and leaders in gifted education have typically relied upon providing additional PL opportunities beyond traditional teacher preparation programs (Peters & Jolly, 2018).…”

mentioning

confidence: 99%

Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model

Spoon

Rubenstein

Shively

et al. 2020

Journal for the Education of the Gifted

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Effective gifted education should incorporate opportunities for gifted students to develop creative and critical thinking along with academic and affective skills. Professional learning (PL) supporting these outcomes is not consistently successful. Therefore, this study pilots a new PL model called Instruct to Innovate (I2I) to support teachers’ efforts in facilitating gifted students’ development. This model integrates the Design Thinking Model and adult learning theories. Teachers participated in a multiphase intervention, including a 2-week PL summer camp with subsequent bimonthly meetings throughout the school year. Teachers’ reflections, captured in focus groups, along with secondary sources of corroborating data were collected. Through qualitative analyses, teachers recognized key design principles (i.e., human-centeredness, bias towards action, collaborative nature, and mindfulness of the process) within the PL model, their practice, and their students. These findings provide initial evidence that this approach may support educators’ efforts as they provide powerful learning experiences for gifted students.

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Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research

Cited by 56 publications

References 111 publications

Depression and Creativity During COVID-19: Psychological Resilience as a Mediator and Deliberate Rumination as a Moderator

Depression and Creativity During COVID-19: Psychological Resilience as a Mediator and Deliberate Rumination as a Moderator

Exploring the Creative Process: Integrating Psychometric and Eye-Tracking Approaches

Reconceptualizing Professional Learning Within the Gifted Field: Exploring the Instruct to Innovate Model

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