You may be more original than you think: Predictable biases in self-assessment of originality

Sidi, Yael; Torgovitsky, Ilan; Soibelman, Daniela; Miron-Spektor, Ella; Ackerman, Rakefet

doi:10.1016/j.actpsy.2019.103002

Cited by 44 publications

(70 citation statements)

References 63 publications

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“…Whereas independent judges evaluated the third idea generated as more creative than the rest, participants self-rated their first idea as the most creative with two implications. The serial order effect found in other investigations (e.g., Sidi et al, 2020) was only observed for evaluations made by independent judges. The serial order effect did not hold for self-evaluations.…”

Section: Metacognition In Divergent Thinking Type Of Problemscontrasting

confidence: 50%

Section: Relevant Assumptionsmentioning

confidence: 99%

“…The examination of metacognition in creative problem‐solving has increased in recent years (Karwowski, Lebuda, & Beghetto, 2019b; Puente‐Díaz, Cavazos‐Arroyo, & Puerta‐Sierra, 2021a; Sidi, Torgovitsky, Soibelman, Miron‐Spektor, & Ackerman, 2020). Conceptual and empirical developments suggest that metacognitive processes might be different when solving divergent thinking problems (Sidi et al., 2020). Specifically, creative beliefs, cognitive, and metacognitive indicators have less reliability and validity when solving divergent type of problems as opposed to convergent type of problems (Puente‐Díaz, Cavazos‐Arroyo, & Puerta‐Sierra, 2021a; Puente‐Díaz, Cavazos‐Arroyo, & Vargas‐Barrera, 2021b; Sidi et al., 2020).…”

Section: Relevant Assumptionsmentioning

confidence: 99%

“…Conceptual and empirical developments suggest that metacognitive processes might be different when solving divergent thinking problems (Sidi et al., 2020). Specifically, creative beliefs, cognitive, and metacognitive indicators have less reliability and validity when solving divergent type of problems as opposed to convergent type of problems (Puente‐Díaz, Cavazos‐Arroyo, & Puerta‐Sierra, 2021a; Puente‐Díaz, Cavazos‐Arroyo, & Vargas‐Barrera, 2021b; Sidi et al., 2020). Being less reliable and valid means that individuals do use these sources of information, but these sources do not always lead to accurate metacognition (Karwowski, Lebuda, & Beghetto, 2019b).…”

Section: Relevant Assumptionsmentioning

confidence: 99%

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Creative Self‐Efficacy and Metacognitive Feelings as Sources of Information when Generating, Evaluating, and Selecting Creative Ideas: A Metacognitive Perspective

Puente‐Díaz

Cavazos‐Arroyo

2022

Journal of Creative Behavior

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In one study, we examined the relationships between pre‐task creative self‐efficacy, post‐task creative confidence, self‐rated and judges‐rated creativity evaluations, metacognitive feelings, and idea selection under a metacognitive framework. Four hundred and fourteen college students were asked to complete a divergent thinking problem in the domain of marketing and completed several questionnaires measuring pre‐task creative self‐efficacy, post‐task creative confidence, idea evaluation and selection, and metacognitive feelings. Independent judges evaluated the creativity of each idea generated and ranked ideas from the most to the least creative. Results showed positive relationships between pre‐task creative self‐efficacy and post‐task creative confidence, self‐ and judges‐rated creativity evaluations and metacognitive feelings. In addition, metacognitive feelings and self‐rated creative evaluations predicted post‐task confidence. We also observed evidence for positive connections between metacognitive feelings and self‐rated evaluations and greater probability of choosing the first idea brought to mind as the best idea than what was expected by chance. The implications of the results were discussed.

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Section: Metacognition In Divergent Thinking Type Of Problemscontrasting

confidence: 50%

Section: Relevant Assumptionsmentioning

confidence: 99%

Section: Relevant Assumptionsmentioning

confidence: 99%

Section: Relevant Assumptionsmentioning

confidence: 99%

See 2 more Smart Citations

Creative Self‐Efficacy and Metacognitive Feelings as Sources of Information when Generating, Evaluating, and Selecting Creative Ideas: A Metacognitive Perspective

Puente‐Díaz

Cavazos‐Arroyo

2022

Journal of Creative Behavior

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show abstract

“…Flexibility is the ability to overcome mental obstacles, change the approach to a problem so that it does not get stuck by assuming conditions that cannot be applied to a problem. The category of originality refers to the uniqueness of any response given so that the response that is raised is unusual, unique, and rare (Sidi et al, 2020). Finally, elaboration is the ability to describe a particular object in more detail.…”

Section: Creativitymentioning

confidence: 99%

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Kesuma¹,

Harun²,

Putranta³

et al. 2020

EUROPEAN J ED RES

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The constraints of history learning in the Indonesia curriculum are the weekly time is only one hour of lessons and the material is quite dense, if delivered with an explanation and discussion the time is not enough. Therefore, it was sought how to get all material delivered and students not bored. Learning this model is done to condition students as a center of learning, increase creativity and learning outcomes, the project undertaken is called the MANSA Historical board game (MANSA is taken from the abbreviation of our school name). In this case, students are asked to create, design their own board game on a different topic for each group. This study aims to determine the differences in learning outcomes and creativity between the control class and the experimental class of students at senior high schools in Salatiga, Indonesia. The research model used is quasi-experimental. The respondents of the research were 35 students in the experimental class and 35 students in the control class, who had the same homogeneity in creativity and learning outcomes. The results showed that the MANSA Historical board game had a significant effect on creativity and student learning outcomes. It is proven that creativity and student-learning outcomes can be increased. As shown by the mean different test results, there was a difference in the creativity of 0.593 and a learning outcome of 4.224 between the control class and the experimental class before and after treatment. The results showed a difference in learning outcomes between the control class and the experimental class. The average learning outcomes of the experimental class are higher than the average learning outcomes of the control class, as well as student creativity.

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Unskilled But Aware of It? Cluster Analysis of Creative Metacognition from Preschool Age to Early Adulthood

Urban¹,

Urban

2021

Journal of Creative Behavior

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The unskilled and unaware effect occurs when low-performing individuals overestimate their performance, while high performers underestimate it. The aim of the present study was to examine an occurrence of the unskilled and unaware effect in a self-assessment of creative performance, linking this phenomenon to creative metacognition (CMC) research. 262 participants from four educational stages (preschool, elementary school, high school, and undergraduate) performed an alternative uses task and evaluated their performance using self-and comparative judgments. A non-hierarchical cluster analysis of creative performance, judgments, and metacognitive accuracy was able to identify three separate clusters: an overestimating group of unskilled and unaware participants (27.1%), an underestimating group of skilled and unaware participants (44.3%), and, surprisingly, a group of unskilled but aware participants (28.6%). All three groups were present throughout the entire sample, from preschoolers to university students, but the distribution had developed with age. The most unskilled and unaware participants were in the group of preschoolers, while there were the most skilled but unaware among the university students. The findings are discussed in the context of creative metacognition and creative self-efficacy research.

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You may be more original than you think: Predictable biases in self-assessment of originality

Cited by 44 publications

References 63 publications

Creative Self‐Efficacy and Metacognitive Feelings as Sources of Information when Generating, Evaluating, and Selecting Creative Ideas: A Metacognitive Perspective

Creative Self‐Efficacy and Metacognitive Feelings as Sources of Information when Generating, Evaluating, and Selecting Creative Ideas: A Metacognitive Perspective

The Effects of MANSA Historical Board Game toward the Students’ Creativity and Learning Outcomes on Historical Subjects

Unskilled But Aware of It? Cluster Analysis of Creative Metacognition from Preschool Age to Early Adulthood

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