2016
DOI: 10.1016/j.tsc.2015.11.002
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Why do we enjoy creative tasks? Results from a multigroup randomized controlled study

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Cited by 32 publications
(28 citation statements)
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“…Clearly, positive emotions are more frequent than negative ones (Figure 8). This is consistent with previously published works in the literature, for example, Bujacz et al [39], who obtained a correlation of positive emotions with creative activities, or Suwal and Singh [40], who found mainly positive emotions in the use of the building information modeling (BIM) methodology using an online platform. Similarly, Jeong et al proposed that active learning methodologies [41] and the flipped classroom cause positive emotions in students [23,30,42] and enhance science self-efficacy in preservice teachers [43].…”
Section: Descriptive Datasupporting
confidence: 92%
“…Clearly, positive emotions are more frequent than negative ones (Figure 8). This is consistent with previously published works in the literature, for example, Bujacz et al [39], who obtained a correlation of positive emotions with creative activities, or Suwal and Singh [40], who found mainly positive emotions in the use of the building information modeling (BIM) methodology using an online platform. Similarly, Jeong et al proposed that active learning methodologies [41] and the flipped classroom cause positive emotions in students [23,30,42] and enhance science self-efficacy in preservice teachers [43].…”
Section: Descriptive Datasupporting
confidence: 92%
“…The first revolved around a sense of being able to initiate and direct projects while the second was concerned with the feeling that the project itself reflected something very personal about the relevant teacher -a sense of recognisable, personal ownership of the experience as opposed to interpreting others' plans. This dual nature reflects autonomy as described in Bujacz et al (2016) as 'Autonomy refers to an experience of ownership and volition of one's behaviour' (my emphasis). While both aspects of autonomy appeared to be present in all four teachers the balance between the two aspects varied slightly.…”
Section: Autonomy and Creativitymentioning
confidence: 99%
“…The distinction between autonomy, the freedom to choose to engage in a topic or problem because it reflects in some way an interest or aspect of the participant, (Bujacz et al, 2016) and optionality, the opportunity to change procedures during an activity in the light of experience, is subtle in practice. Optionality can look like exercising autonomy in every stage of a project.…”
Section: Gpmentioning
confidence: 99%
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