Delving Into Creativity and Learning

Karwowski, Maciej; Jankowska, Dorota; Brzeski, Arkadiusz; Czerwonka, Marta; Gajda, Aleksandra; Lebuda, Izabela; Beghetto, Ronald A.

doi:10.4324/9781003094630-2

Cited by 11 publications

(10 citation statements)

References 1 publication

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“…La relación entre creatividad y los procesos de enseñanza y aprendizaje están o deben estar cada día más vinculados y relacionados para favorecer el desarrollo creativo de los alumnos en las aulas y que se promueva en ellos el "aprender creando" (Cuevas Romero, 2013). Por todo ello, autores como Marín (1974Marín ( , 1989Marín ( , 1998, Gervilla (1987Gervilla ( , 2003, De la Torre (1993 De la Torre y Moraes (2005), De la Torre y Violant (2006), Cajide-Val (1981, De Bono (1986), González (1990), De Prado (1988, 2000, Rogers (1991), Guilford (1991), Torrance (1992) y Repetto (1998), desde hace décadas relacionan internacionalmente la importancia de la creatividad en las aulas; esta idea se ha enfatizado también más recientemente (Morales y Universidad Pedagógica Nacional, Colombia Alfonso, 2006;Elisondo, Donolo y Rinaudo, 2009;Sánchez, 2010;Aluma, 2018;Cárdenas, López-Fernández y Arias-Castro, 2018;de la Peña Álvarez, 2019;y Karwowski et al, 2020).…”

Section: Discussionunclassified

Relación entre creatividad y rendimiento académico en España y Colombia

et al. 2022

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Como introducción, este artículo desarrolla que un reto esencial de la educación actual es la capacidad de los alumnos de solucionar de manera creativa las situaciones a las que se enfrentan a lo largo de su vida. En este sentido, el texto busca describir la creatividad y el rendimiento académico en estudiantes de España y Colombia, valorando la relación entre ambas poblaciones en las dos variables, con el fin de poder adaptar la enseñanza al contexto y estudiantes concretos. Como método, se utilizó un diseño cuasi-experimental y descriptivo-correlacional-comparativo. La muestra estuvo formada por 343 alumnos con una edad media de 13.63 años; el 45.5% de los participantes eran hombres y el 54.5% mujeres. Se empleó la prueba crea para evaluar la creatividad y para el rendimiento se tomó la media obtenida en todas las asignaturas. Frente a los hallazgos se evidencia, a nivel descriptivo, que los estudiantes obtienen resultados medios y medio-bajos en ambas variables y, a nivel correlacional, que existe relación entre ambas variables en la muestra colombiana pero no en la española, pues no se encontraron diferencias entre ambos países en la variable de rendimiento ni creatividad. Finalmente, estos resultados apuntan hacia la importancia del contexto y de estimular la creatividad en las aulas incorporándola en mayor medida en el currículo educativa dándole mayor peso en la evaluación del alumnado. Se sugieren algunas propuestas basadas en las Tecnologías de la Información y Comunicación (tic).

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Section: Discussionunclassified

Relación entre creatividad y rendimiento académico en España y Colombia

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“…Others have suggested that there are “correlational links between domain general outcomes of creativity tests and results in school achievement tests. The results of such work have been somewhat variable, but generally suggests a positive albeit modest relationship between creativity and learning” (Karwowski et al, 2020, p. 4).…”

Section: Conceptual and Methodological Landscapes Of Creativity Researchmentioning

confidence: 99%

Creative Methods for Creativity Research(ers)? Speculations

Koro‐Ljungberg

Pedersen

2022

Review of Research in Education

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Creativity forms a part of educational curriculum and is an important element of education research. Clearly, creativity research of the past has made a great impact in the ways in which creativity has been integrated within education and educational practice. Yet how creativity has been studied and how the methodologies of these studies shape produced knowledge and impact educational practice are still rather limited and limiting. This chapter calls for methodological experimentation, various forms of performativity, and creativity in the context of research utilizing speculative wonderings. We situate our arguments in different trends in creativity research and discuss more methodologically diverse, speculative, and creative futures.

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“…There is also an on‐going need to prioritise well‐being in university students as it reduces over time (Bewick, Koutsopoulou, Miles, Slaa, & Barkham, 2010). Furthermore, well‐being (El Ansari & Stock, 2010) and creativity (Karwowski et al., 2020) are linked to improved academic outcomes. Therefore, at a time when the COVID‐19 pandemic was unfolding in India (the first case was reported in January 2020; Andrews et al.…”

Section: Figurementioning

confidence: 99%

“…Underpinning our research is a wealth of literature reporting on the links between laughter and positive emotions (Akimbekove & Razzaque, 2021; Foley, Matheis, & Schaefer, 2002; Yim, 2016); positive emotions and creativity (Akbari Chermahini & Hommel, 2012; Amabile, Barsade, Mueller, & Staw, 2005; Baas, De Dreu, & Nijstad, 2008; Wright & Walton, 2003); positive emotions and well‐being (Forgeard, Jayawickreme, Kern, & Seligman, 2011; Jayawickreme, Forgeard, & Seligman, 2012; Seligman & Csikszentmihalyi, 2014); positive emotions and academic outcomes (Beghetto, 2019; Li, Gow, & Zhou, 2020); and creativity and academic outcomes (Beghetto & Kaufman, 2007; Gajda, Karwowski, & Beghetto, 2017; Karwowski et al., 2020; Kaufman & Beghetto, 2009a). It is important to highlight that terminology in all these domains can be misleading.…”

Section: Figurementioning

confidence: 99%

The Impact of a Laughter Prescription on Creativity, Well‐Being, Affect, and Academic Efficacy in University Students

Sharma

Gonot‐Schoupinsky

et al. 2022

Journal of Creative Behavior

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Our study explored: (a) the feasibility of prescribing laughter to university students; (b) the efficacy of the prescription on creativity, well‐being, affect, and academic efficacy (AE); and (c) the practicality of the Applied Creativity Test (ACT) conceived for this study. A convenience sample of healthy students (n = 70) aged 18–28 (78% female; M = 21.6) was randomized to experimental or control conditions. Experimental participants (n = 29) were prescribed to laugh three times a day for a week with their Laughie (a 1‐minute recording, on their smartphone, of their laughter). The intervention was planned and evaluated using Feasibility, Reach‐out, Acceptability, Maintenance, Effectiveness, Implementation, Tailorability. Data measures included ACT, Wallach–Kogan Creativity Test, Kaufman Domains of Creativity Scale, WHO‐5 Well‐being Index (WHO‐5), and Pattern of Adaptive Learning Scales AE and avoiding novelty. A 1‐minute laughter prescription, used three times a day for 1 week, was feasible and effective in stimulating creativity, increasing well‐being and immediate affect, and benefitting AE.

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Delving Into Creativity and Learning

Cited by 11 publications

References 1 publication

Relación entre creatividad y rendimiento académico en España y Colombia

Relación entre creatividad y rendimiento académico en España y Colombia

Creative Methods for Creativity Research(ers)? Speculations

The Impact of a Laughter Prescription on Creativity, Well‐Being, Affect, and Academic Efficacy in University Students

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