Abstract
The study identified the effects of creative learning experiences and the transferability of students’ creative self-beliefs across domains. A total of 764 first-year college students reported three items of creative personal identity and 50 items of self-rated creativity using the Kaufman Domains of Creativity Scale (K-DOCS) before and after taking a semester-long creativity course. Findings indicated significant changes in creative personal identity and five domains of self-rated creativity: Self/Everyday, Scholarly, Performance, Mechanical/Scientific, and Artistic. An interaction effect between the three student clusters (i.e., Wide, Focused, and Diffused groups) and the two-time points revealed various degrees and patterns in their changes. The study discussed the critical relationship between creative minds in general and mindfulness of creative behaviors in specific domains. In addition, the findings supported the need for both interdisciplinary and specific field-oriented creativity course curriculum development to nurture the creative minds of college students.
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