Creativity First, Science Follows: Lessons in Digital Signal Processing Education

Took, Clive Cheong; Alty, Stephen R.; Yardim, A.; Howard, David M.

doi:10.1109/msp.2021.3058459

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…However, the current literatures elaborated the influence of students’ creativity in the four aspects: first , the relationship between student and their parents can bring negative mood for their behavior, such as family background, economic situation, which have an awful influence on student’s mood ( Rossetto and Chapple, 2019 ; Cheong et al, 2021 ; Colson et al, 2021 ). Second , the relationship between student and teachers exerts special influence on the creativity in the view of imbalance, for example, their conflict can affect the mood and behaviors ( Chang et al, 2016 ; Soh, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

Managing Students’ Creativity in Music Education – The Mediating Role of Frustration Tolerance and Moderating Role of Emotion Regulation

Wang

Jiang

2022

Front. Psychol.

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Artificial intelligence (AI) era challenges the use and functions of emotion in college students and the students’ college life is often experienced as an emotional rollercoaster, negative and positive emotion can affect the emotional outcomes, but we know very little about how students can ride it most effectively to increase their creativity. We introduce frustration tolerance as a mediator and emotion regulation as a moderator to investigate the mechanism of creativity improvement under negative emotion. Drawing on a sample of 283 students from professional music colleges or music major in normal universities, we find that negative emotion are generally associated with a lower creativity, while frustration tolerance can mediate the relationship between negative emotion and creativity, but these effects depend on the emotion regulation. Cognitive reappraisal exerts a negative effect on the relationship between negative emotion and creativity, while expressive suppression has the opposite effect. Our study contributes to the literatures on student’s emotions and creativity in music education and to the emotion regulation literature.

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