How are Creative Abilities Related to Meta-Learning Competences?

Kunat, Beata; Uszyńska-Jarmoc, Janina; Żak-Skalimowska, Monika

doi:10.1515/ctra-2019-0005

Cited by 6 publications

(4 citation statements)

References 38 publications

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“…A recent longitudinal study has also shown that the links between divergent thinking and creativity in learning are mediated by creative confidence and effective self-regulation in learning (see also : Kunat et al, 2019). This finding emphasizes that self-regulation is a critical element of the complex relationship between abilities, self-beliefs, and outcomes.…”

Section: Self-regulation Is Keymentioning

confidence: 86%

School Does Not Kill Creativity

Karwowski

2022

European Psychologist

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Abstract. Based on meta-analyses, intervention studies, and investigations outside of the creativity literature, this paper makes seven evidence-informed propositions about the relationships between creativity and school functioning. First, creative abilities are drivers, not brakes of school achievement. Second, the negative attitudes toward creative students sometimes observed in schools usually concern a small and particular group of creative students: those who are most impulsive and nonconforming. Third, creativity-relevant mental processes support learning. Fourth, creative learning occurs when students can co-discover new, meaningful knowledge. Fifth, school education supports – albeit likely to a different degree – both intelligence and creativity. Sixth, both creative and learning processes are most effective when accompanied by agency and value: feeling confident and valuing creativity and learning are instrumental for generating and directing motivation. Seventh, in both creativity and learning processes, self-regulation is vital.

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Section: Self-regulation Is Keymentioning

confidence: 86%

School Does Not Kill Creativity

Karwowski

2022

European Psychologist

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“…The aesthetical value has its ethical side because it is concerned with emotions, feelings, and pleasure of what is seen, regardless of any physical benefit (Kunat et al, 2019). When some products are similar in functions and price, consumers will prefer the ones with the most aesthetical appearance.…”

Section: The Aesthetical Valuementioning

confidence: 99%

“…Education is the process by which ideas and cognitive experiences can be transferred from one generation to another. In the field of design education, it is an arrangement and planning process that takes place within the human mind of the students to produce the best products for use in daily life (Kunat et al, 2019). The Bauhaus School, which was established in Germany in 1919, is widely held to be the first educational school in the world that prepared a dedicated curriculum to teach various kinds of design.…”

Section: Introductionmentioning

confidence: 99%

Refine the Students’ Skills Through Design Education to Create Ethical Products

Mohamed

2021

Sage Open

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This article focuses on applying the ethics of the product features during the students’ design education. Good/Bad design term is a conventional approach to discuss the ethical/unethical design values of the products. It is noted that different aspects of the product design such as visual information design, interface design, and appearance design have a vital role in judging the levels of ethics in the product. So the students of product design everywhere need to practice the term ethical/unethical design during their study because designers influence society more than they could imagine. This influence can be done by creating an attractive organized appearance and perfect functions that support the ethical brand’s image to the customers. The interviews and discussions were held as a research method with the students of product design in some institutions in addition to some design experts and customers to find out their opinions about the design values that achieve the ethical dimensions in the product design. They can end up with products that carry ethical values in their design. The final article’s results are in the descending order of the different design values according to their importance in emphasizing the ethical aspects of the products, in addition to a checklist including some important questions that can help the designers to be more aware of ethics’ considerations in the product design because ethics is a process of learning, not a process of obedience, and to highlighting the term of ethical designer which in turn reflects on the ethics of customers and societies.

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“…Also, taking into account that the extra tasks for the students of basic groups are optional, the fact of their completing confirms the development of students' self-regulation ability, which also has a positive effect on learning a foreign language (Garanina & Maltseva, 2016;. In addition, the completing of complicated extra tasks by the students of basic groups is an indicator of the "dominance of motivation to succeed" (Antoshkova & Borschenko, 2018, p. 94) Thus, in the future it is possible to suppose the transfer of the developed mechanisms to other disciplines and the improvement of studying skills in general (Jackson, 2007;Kunat et al, 2019).…”

Section: Assessment Of the Extra Tasksmentioning

confidence: 99%