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dc.creatorPavlović, Jelena
dc.creatorMaksić, Slavica
dc.date.accessioned2021-03-17T13:39:55Z
dc.date.available2021-03-17T13:39:55Z
dc.date.issued2019
dc.identifier.issn1072-0537
dc.identifier.urihttp://ipir.ipisr.org.rs/handle/123456789/306
dc.description.abstractA qualitative constructivist study was conducted to explore university teachers' implicit theories of creativity. The aim of the study was to understand how university teachers (NL = 46) define creativity and perceive its manifestations and development. University teachers' conceptions of creativity were elicited using the Implicit Theories of Creativity Questionnaire (ITC-Q). The qualitative analysis resulted in five types of implicit theories of creativity and its development: individualistic theories, activity theories, result-oriented theories, relational theories, and growth theories. By including a new theoretical position, target group, and a methodological framework, the study broadened the dialogue about creativity and its development in higher education.en
dc.publisherTaylor & Francis Inc, Philadelphia
dc.rightsrestrictedAccess
dc.sourceJournal of Constructivist Psychology
dc.subjectconstructivist study
dc.subjecthigher education
dc.subjectcreativity
dc.titleImplicit Theories of Creativity in Higher Education : A Constructivist Studyen
dc.typearticle
dc.rights.licenseARR
dc.citation.epage273
dc.citation.issue3
dc.citation.other32(3): 254-273
dc.citation.rankM23
dc.citation.spage254
dc.citation.volume32
dc.identifier.doi10.1080/10720537.2018.1477639
dc.identifier.rcubconv_692
dc.identifier.scopus2-s2.0-85060938967
dc.identifier.wos000469140200001
dc.type.versionpublishedVersion


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