The power of the "be creative" instruction: A meta-analytical evaluation

被引：4
作者：
Wei, Xing [1 ,5 ]
Shen, Wangbing [1 ,2 ]
Long, Haiying [3 ,4 ]
Lu, Fang [2 ]
机构：
[1] Hohai Univ, Sch Publ Adm, Nanjing, Peoples R China
[2] Yancheng Teachers Coll, Jiangsu Prov Key Construct Lab Big Data Psychol &, Yancheng, Peoples R China
[3] Univ Kansas, Sch Educ & Human Sci, Lawrence, KS 66045 USA
[4] Univ Kansas, Sch Educ & Human Sci, Dept Educ Psychol, Joseph R Pearson Hall,1122 West Campus Rd, Lawrence, KS 66045 USA
[5] Hohai Univ, Sch Publ Adm, China 8 Focheng West Rd, Nanjing, Jiangsu, Peoples R China
来源：
LEARNING AND MOTIVATION | 2024年 / 85卷
关键词：
Be creative; Instruction; Creative performance; Three-level meta-analysis; Subgroup analysis; DIVERGENT THINKING; EXPLICIT INSTRUCTIONS; METAANALYSES; TIME; PERFORMANCE; MOTIVATION; EXPERIENCE; PEOPLE; MODELS;
D O I：
10.1016/j.lmot.2023.101945
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
The "be creative" instruction has been reported to improve individuals' creativity. However, this "be creative" effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the "be creative" effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the "be creative" instruction had a moderate effect on creativity (d =.69, p < 0.001) and a significant effect on originality (d =.79, p < 0.001) but no effect on fluency (d =.06, p > 0.1) or flexibility (d =.48, p > 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.
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页数：15
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