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Implicit Theories of Creativity in Higher Education : A Constructivist Study
dc.creator | Pavlović, Jelena | |
dc.creator | Maksić, Slavica | |
dc.date.accessioned | 2021-03-17T13:39:55Z | |
dc.date.available | 2021-03-17T13:39:55Z | |
dc.date.issued | 2019 | |
dc.identifier.issn | 1072-0537 | |
dc.identifier.uri | http://ipir.ipisr.org.rs/handle/123456789/306 | |
dc.description.abstract | A 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.publisher | Taylor & Francis Inc, Philadelphia | |
dc.rights | restrictedAccess | |
dc.source | Journal of Constructivist Psychology | |
dc.subject | constructivist study | |
dc.subject | higher education | |
dc.subject | creativity | |
dc.title | Implicit Theories of Creativity in Higher Education : A Constructivist Study | en |
dc.type | article | |
dc.rights.license | ARR | |
dc.citation.epage | 273 | |
dc.citation.issue | 3 | |
dc.citation.other | 32(3): 254-273 | |
dc.citation.rank | M23 | |
dc.citation.spage | 254 | |
dc.citation.volume | 32 | |
dc.identifier.doi | 10.1080/10720537.2018.1477639 | |
dc.identifier.scopus | 2-s2.0-85060938967 | |
dc.identifier.wos | 000469140200001 | |
dc.type.version | publishedVersion |