Implicit Theories of Creativity in Higher Education: A Constructivist Study

被引：15

作者：

Pavlovic, Jelena ^{[1
]}

Maksic, Slavica ^{[1
]}

机构：

[1] Inst Educ Res, Dobrinjska 11-3, Belgrade 11000, Serbia

来源：

JOURNAL OF CONSTRUCTIVIST PSYCHOLOGY | 2019年 / 32卷 / 03期

关键词：

PRIMARY-SCHOOL; PARENTS; WORLD;

D O I：

10.1080/10720537.2018.1477639

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

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.

引用

页码：254 / 273

页数：20

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