Anchoring the Creative Process Within a Self-Regulated Learning Framework: Inspiring Assessment Methods and Future Research

被引:51
作者
Rubenstein, Lisa DaVia [1 ]
Callan, Gregory L. [1 ]
Ridgley, Lisa M. [1 ]
机构
[1] Ball State Univ, Teachers Coll, Dept Educ Psychol, Muncie, IN 47306 USA
关键词
Self-regulation; Creativity; Creative process; Creative problem solving; Microanalysis; Metacognition; Assessment; DIVERGENT THINKING; PREDICTIVE-VALIDITY; EMPLOYEE CREATIVITY; DOMAIN SPECIFICITY; TEACHER RATINGS; STUDENTS; MODEL; TASK; METACOGNITION; PERFORMANCE;
D O I
10.1007/s10648-017-9431-5
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
Creativity supports the advancement of all disciplines, providing both individual and societal benefits. Most individuals can demonstrate and improve their creativity; therefore, understanding the creative process is of particular interest to facilitate deliberate development of creative thinkers. Despite copious research of the creative process, the work tends to be fragmented without a unified, general theoretical foundation. Historically, creative process research has examined the steps that creative people use, while overlooking how people learn these steps and the mechanisms behind the process. This paper proposes to situate the creative process within broader theoretical framework of self-regulated learning (SRL). This merger emphasizes that the creative process can be learned and that creative process strategies may inspire general learning strategies. Further, the SRL framework provides an organizational structure that illuminates gaps in current research and provides inspiration for new measurement techniques. Current assessment methods are often unable to determine how people regulate themselves throughout the creative process, specifically how internal psychological processes, external behaviors, and explicit strategies influence the creative process; however, SRL measurement techniques, like SRL microanalysis interviews, may provide an opportunity to identify intervention casual mechanisms, extend experimental studies, provide consistent variables to compare across disciplines and studies, and help practitioners assess students' creative process.
引用
收藏
页码:921 / 945
页数:25
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