Implicit Theories of Creativity in Higher Education : A Constructivist Study
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.
Keywords:
constructivist study / higher education / creativitySource:
Journal of Constructivist Psychology, 2019, 32, 3, 254-273Publisher:
- Taylor & Francis Inc, Philadelphia
DOI: 10.1080/10720537.2018.1477639
ISSN: 1072-0537
WoS: 000469140200001
Scopus: 2-s2.0-85060938967
Collections
Institution/Community
IPITY - JOUR AU - Pavlović, Jelena AU - Maksić, Slavica PY - 2019 UR - http://ipir.ipisr.org.rs/handle/123456789/306 AB - 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. PB - Taylor & Francis Inc, Philadelphia T2 - Journal of Constructivist Psychology T1 - Implicit Theories of Creativity in Higher Education : A Constructivist Study EP - 273 IS - 3 SP - 254 VL - 32 DO - 10.1080/10720537.2018.1477639 ER -
@article{ author = "Pavlović, Jelena and Maksić, Slavica", year = "2019", 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.", publisher = "Taylor & Francis Inc, Philadelphia", journal = "Journal of Constructivist Psychology", title = "Implicit Theories of Creativity in Higher Education : A Constructivist Study", pages = "273-254", number = "3", volume = "32", doi = "10.1080/10720537.2018.1477639" }
Pavlović, J.,& Maksić, S.. (2019). Implicit Theories of Creativity in Higher Education : A Constructivist Study. in Journal of Constructivist Psychology Taylor & Francis Inc, Philadelphia., 32(3), 254-273. https://doi.org/10.1080/10720537.2018.1477639
Pavlović J, Maksić S. Implicit Theories of Creativity in Higher Education : A Constructivist Study. in Journal of Constructivist Psychology. 2019;32(3):254-273. doi:10.1080/10720537.2018.1477639 .
Pavlović, Jelena, Maksić, Slavica, "Implicit Theories of Creativity in Higher Education : A Constructivist Study" in Journal of Constructivist Psychology, 32, no. 3 (2019):254-273, https://doi.org/10.1080/10720537.2018.1477639 . .