Perceptions Of Creativity Research Articles

Creativity is in the mind of the beholder: hail the analytic thinker

Purpose While the extant literature establishes that creativity in advertisements enhances ad effectiveness, developing creative advertisements is costly and creativity perceptions are subjective varying from person to person. Therefore, it is important to study the factors that influence the creativity assessments of consumers. Accordingly, this paper aims to investigate the impact of thinking style on creativity assessments of advertisements. Design/methodology/approach Five studies (two surveys and three experiments) demonstrate that individuals with higher levels of analytic thinking style perceive creative advertisements as more creative. This result holds for a self-reported thinking style scale (Studies 1, 2 and 3) as well as for primed thinking styles (Studies 4 and 5) and for different product categories/ads (coffee in Study 1, furniture store in Study 2, and juice in Studies 3, 4 and 5). Findings The findings show that analytic thinkers perceive the same creative advertisement as more creative than holistic thinkers. In addition, the advanced creativity perception due to analytic thinking reflects positively on managerially important variables (willingness to pay a premium: Study 1, attitude toward ad: Study 2 and Study 4 post-test). Originality/value To the best of the authors’ knowledge, this research is the first to investigate an individual difference, namely, thinking style, that impacts creativity judgments, which in turn enhances advertising effectiveness.

Creativity and Creative Subject in the Field of Social Communications: modern understanding and basic characteristics (part I)

The article examines the dynamics of creativity perception in successive attempts to study its interpretations in the social sciences and proposes a social and communicative approach to understanding the categories of creativity and the creative subject. The authors analyze the approaches to defining creativity in various research paradigms, which shows the applicability of the socio-communicative approach with a critical view on socio-psychological and sociological definitions of creativity. The text represents the discussion of the criteria and features of creativity and consider the main parameters and criteria of creativity as a communicative phenomenon. The authors propose a new understanding of the concept of creativity and explain it through three related concepts: (1) creative process, (2) creative subject and (3) creative product. At the end, the authors substantiate the typology of creative products and discuss the essence of the consumer value of creative products, highlighting its rational and emotional dimensions.

Modeling the contribution of grit, hope to perceptions of creativity among Chinese college EFL teachers

Modeling the contribution of grit, hope to perceptions of creativity among Chinese college EFL teachers

In control but uninspired: Displays of artist self‐control undermine perceptions of creativity

AbstractPrevious research highlighted the interpersonal benefits of self‐control in professional contexts: People prefer high self‐control individuals as work or study partners and expect them to perform better than low self‐control individuals. We show that these benefits of self‐control reverse in the artistic domain. Results of one pilot study and five preregistered online experiments (N = 1644) reveal that artists with high (vs. low) self‐control are perceived as less creative. This effect replicates across various artistic domains (visual art, music, poetry, screenwriting), holds for both male and female artists and can be explained by perceptions of lower experiential processing, which is considered indispensable for creativity. However, art created by high (vs. low) self‐control artists is ascribed higher market value due to stronger attributions of productivity. These findings provide novel insights into the social perception of self‐control and contribute to the understudied topic of the downsides of self‐control as well as to the literature on lay theories of creativity.

Creatividad percibida en problemas insight por alumnado de secundaria: Efectos de algunas variables del problema y del sujeto resolutor

Objective: The study analyzes secondary school students’ perceptions of creativity in insight problems. Methodology. An empirical study was conducted with a total of 127 Spanish students from 8th grade and 11th grade. The students evaluated the creativity involved in the problems before and after attempting to solve them. These evaluations were related to grade, gender, surface, and structural aspects of the problems. Everyday life and science contexts were considered as problem surfaces. The structural aspects of the problems were associated with the specific strategy needed to solve them, such as chunk decomposition and constraint relaxation, the assistance provided by the problem statement to initiate the resolution process, and the possibility of metacognitive control over the quality of the solution. Individual booklets with counterbalanced statements were prepared to assess perceived creativity and to solve the problems. Results. Contrary to expectations, students were able to mentally represent the structural aspects of the problems during reading, and before solving them. The problem surface did not significantly affect the initial perception of creativity. After solving the problems, the average changes in perceived creativity were small. Conclusions. The results encourage teachers to use insight problems to promote creativity in secondary school classrooms.

The Relationship Between the Use of Digital Tools and Creativity in Preschool

The 21st century has marked the beginning of an era dominated by digital technology, which has fundamentally changed the way children interact with the world and develop their creativity. The widespread use of digital tools has given rise to a new topic of discussion full of both opportunities and challenges, especially regarding its impact on children's creativity. When the literature on this subject is examined, it is seen that there are studies showing that the use of digital tools at early ages can affect creativity both positively and negatively. In light of all these findings, as the use of digital technology continues to increase in every aspect of our lives, it becomes increasingly critical to understand its multifaceted impact on children's creative development. Therefore, it is of great importance to understand the relationship between the use of digital tools and creativity in preschool education. For this purpose, in this study, the relationship between the use of digital tools and children's creativity was investigated based on the data obtained from 193 parents of children aged between 60-96 months. Research data was collected through a demographic information form, a digital tool use checklist prepared by the researchers, and the "early childhood creativity scale" adapted into Turkish by Çiçekler, Pirpir, and Aral, (2020). The results of the correlation analysis showed that, according to parents' opinions, there was a statistically significant difference between the levels of creativity of preschool boys to girls, 5-year-old children to 6-year-old children, and parents' frequency of use of digital tools. There was a significant difference between variables, such as the number of siblings and the number of digital tools. It has been observed that there is no. These findings highlight the need for further, more in-depth studies to investigate the underlying reasons for the observed differences and to better understand how factors such as gender, age, and use of digital tools influence parents' perceptions of creativity. The results of this study are considered important for researchers to conduct more comprehensive studies on the subject and to develop and review parents' thoughts and understanding on this subject.

Do Not Worry That Generative AI May Compromise Human Creativity or Intelligence in the Future: It Already Has.

Technology alters both perceptions of human intelligence and creativity and the actual processes of intelligence and creativity. Skills that were once important for human intelligence, for example, computational ones, no longer hold anywhere near the same importance they did before the age of computers. The advantage of computers is that they may lead us to focus on what we believe to be more important things than what they have replaced. In the case of penmanship, spelling, or arithmetic computation, such an argument could bear fruit. But in the case of human creativity, the loss of creative skills and attitudes may be a long-term loss to humanity. Generative AI is replicative. It can recombine and re-sort ideas, but it is not clear that it will generate the kinds of paradigm-breaking ideas the world needs right now to solve the serious problems that confront it, such as global climate change, pollution, violence, increasing income disparities, and creeping autocracy.

Analyzing the Effectiveness of Creativity Courses on University Students' Perceptions and Creative Mindset Changes : An Application of Integrated Research Methods

The purpose of this study is to examine the changes in the perception of creativity and creative mindset among university students before and after attending a creativity-focused general education program. The study was conducted using a mixed-methods approach, targeting 55 students from freshmen to seniors who expressed their willingness to participate and were enrolled in a general education courses at a university in the Chungnam region. The findings indicate that there was a change in the overall perception of creativity from the perspectives of creative thinking, creative outcomes, creative characteristics, and creative stimuli. Additionally, there was a positive change in the creative mindset of the students. This suggests that creativity-focused general education had a positive effect on the development of students' creative competencies. Through this study, we aim to provide useful information for the design and implementation of education programs that enhance creativity, by broadly understanding the impact on university students' perception of creativity and their creative mindset.

Art as source of human freedom

The object of research is art and freedom. The subject of the research is art as a manifestation of free will of a person reforming his inner world and freedom as an opportunity for unhindered internal self-determination of a person in the fulfillment of certain goals and objectives; as a process of self-determination of a personality that has passed through the stages of socialization; as a way of human existence associated not only with the renewal and transformation of the external world, with the objectification of everything in it, the diversity and richness of reality, but also with the simultaneous transformation of the human spiritual world. The article attempts to prove, that there is a connection between the social and the individual: the individual cannot exist without the social, since the development and formation of a person takes place under the influence of society. The author came to the conclusion, that creativity is a manifestation of universal freedom, it asserts the value of individuality and is the highest form of intensive development of the psychointellectual level of a person. Freedom manifests itself in creativity and in the ability to realize one's aspirations, thoughts, feelings, desires that an individual is unable to realize in any other way. As a result of his creativity, a person reveals the depth of his spiritual quest, realizes his "I" regardless of whether there are external constraints. The worldview of the creator differs from the existing existence of an individual, and in creativity a person reveals his individual worldview. The creative perception of the world manifests itself in a rethinking of human relations, history, culture, the possibility of being an interpreter, an interpreter of reality.

Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

ABSTRACTCreativity can be assessed using various methods, including divergent thinking performance, self‐ratings, and teacher ratings. However, these measures may not always align, as they may not consistently identify creative potential in the same manner. The present study aimed to identify latent subgroups of students based on their observed originality, creative self‐efficacy, teacher‐rated originality, academic achievement in reading and mathematics, and demographic background characteristics. Data were collected from 243 elementary school students. We applied the normal mixture technique to classify participants into latent subgroups. Five latent subgroups of students were identified: Overconfident Low Performers, Creative High Achievers, Under‐Confident Below‐Average Achievers, Mathematically Oriented Students, and Calibrated Above‐Average Achievers. Female students tended to fall disproportionately into the subgroup of Creative High Achievers. Students receiving free/reduced lunch had a lower probability of being Creative High Achievers. Special education students had a higher probability of falling into the subgroup Overconfident Low Performers. Teacher ratings of students' originality were more in line with student academic performance rather than with their performance‐based originality scores. Students' self‐ratings of creativity bifurcated across subgroups, with Creative High Achievers and Overconfident Low Performers reporting the highest self‐ratings of originality, despite displaying very different levels of performance on the divergent thinking assessment.

Role of educators in the creative development of students

Relevance. Research into the role of the educator in fostering a favourable educational environment where students can develop their creative potential is a relevant and important task. Purpose. The study aims to explore methodologies that can provide educators with effective encouragement and support for creative thinking in the context of educational practice. Methodology. The study employed questionnaire, observation, and survey methods. Results. The study confirmed that creativity is key in modern society as it facilitates innovation and adaptation to rapidly changing conditions. In education, teachers significantly influence the development of students' creativity by creating a stimulating learning environment and applying various techniques and strategies. The study also revealed that the instructor's style and level of competence positively influence students� perception of creativity. An important component is the instructor�s approach to teaching and creating a stimulating learning environment that promotes creativity. A positive correlation was found between these two factors and perceptions of teacher creativity. The assessment of teacher creativity was found to be dependent on the context of teaching, with students in mathematics having a higher tendency to view their teachers as creative compared to other courses. Conclusions. Creativity development programmes that include various techniques and approaches aimed at developing self-awareness, self-expression, leadership, and cooperation are important educational tools. These programmes contribute to the personal and collective growth of participants and help them to successfully adapt to the modern world. However, the hypotheses of a significant effect of mentor support on perceptions of tutor creativity were not confirmed, indicating a limited effect of this factor on students� perceptions of tutor creativity. Keywords: creativity; methodological approaches; modernisation; education system

Культуротворческий и жизнетворческий потенциал арт-коучинга как социокультурной практики

The article examines the impact of art coaching on the creative potential of an individual during the crisis of self-identity, which arises due to the lack of an individual’s emotional and creative perception of the surrounding reality in modern society. Based on an analysis of the empirical basis and relevant research, a range of socio-cultural issues that hinder the full realization of the client’s potential are presented and made more concrete; the goals and prospects of art coaching in addressing these issues are identified; and an up-to-date approach for influencing the individual through various creative activities is proposed. The possibilities of contemporary culture and art in developing a person’s creative capacity through art coaching are also discussed. The article discusses the mechanism of the impact of art coaching, which fosters and develops a need for acquiring life meanings and a cultural identity for a person. It has been concluded that the development of art coaching technologies has a positive impact on the formation of a creative identity as a cultural individual. The use of these techniques can contribute to the success of any person’s activities, regardless of their age category or field of work.

Music Composition Based on Creative Problem Solving: Effects on Students’ Perceptions of Creativity and Learning Music

Abstract Music composition has been shown to provide numerous benefits to students. However, composition has generally been considered a less important area in daily music classes than other musical activities. More research is needed to investigate specific teaching strategies for composition. This study aimed to compare the impact of music composition based on the creative problem solving (CPS) approach to traditional music composition on perceptions of students’ creativity competency, interest in and value of music as a subject, and perceived self-efficacy in learning music. A nonequivalent control group pretest-posttest design was used, where the experimental group took music composition classes for 7 weeks based on the CPS framework. The study's results showed no difference regarding interest in music as a subject between students taking CPS-based composition classes and students taking traditional composition classes. However, students in the CPS-based music composition classes showed higher perceived value of music as a subject and self-efficacy in learning music than those in traditional composition classes. Finally, students in the CPS-based music composition classes showed heightened perceived higher-order thinking and problem-solving compared to those in traditional music composition classes, but no difference was found between the two groups in terms of perceived divergent thinking.

Проєктування освітніх ігор як шлях до самовиховання та самовдосконалення здобувачів вищої освіти

The article considers an important aspect of the use of game approaches in higher education in order to promote personal development and self-education of students of higher education. The article proposes the concept of designing educational games as an effective tool for educational motivation, development of critical thinking, creative perception, and creative skills of students of higher education. The authors analyze the role of educational games in the formation of self-learning skills, self-improvement and self-education, providing practical examples and recommendations for developing game scenarios in the educational process. Determine the positive impact of educational games on academic success and readiness of higher education seekers for the challenges of modern society.
 The purpose of the article is to determine the role of self-education in the professional self-improvement of future specialists, to reveal the factors contributing to self-improvement, to substantiate the relevance and effectiveness of self-education methods. The authors present the possibilities of educational games for self-education by describing the author's educational game "Career Compass".
 The results of the article can be useful for teachers who are interested in innovative methods of organizing the educational process and supporting the personal growth of students of higher education in higher education.

The impact of an interdisciplinary co-creation teaching model on the design and creative abilities of college students in a smart classroom environment

The aim of this study was to investigate the impact of the interdisciplinary co-creation teaching model on students' design creativity and learning perception within a smart classroom environment. Eighty participants were randomly selected from a Chinese university and assigned to either the experimental or control group in this quasi-experimental study. Students in the control group were instructed with an interdisciplinary teaching model in the traditional classroom while respondents in the experimental group were taught with an interdisciplinary co-creation teaching model in a smart classroom environment. The two groups' differences in perceptions of learning and design creativity were measured using pre- and post-tests. Independent t-test samples were used to analyze data for design creativity and paired sample t-tests were used for learning perception. The results showed that there are significant differences between the impact of the interdisciplinary teaching model used in a traditional classroom environment and the interdisciplinary co-creation teaching model used in a smart classroom environment on students' design creativity and learning perception. The latter approach was found to be more effective in improving students' design creativity and learning perception. It can be seen that the interdisciplinary co-creation teaching model in the smart classroom environment is not only a teaching tool but also a new teaching model. It allows students to obtain comprehensive learning and perception improvements during the learning process thereby improving students' design creativity.

Investigating the Impact of Transformational Leadership by Teachers on Student Creativity in Chinese Higher Vocational Colleges: A Theoretical Framework

This study investigates the integration of transformational leadership and teacher leadership and creativity in Chinese higher vocational education against the backdrop of the nation's ambitious industrial modernisation. Acknowledging the pivotal role of teacher leadership in educational quality, this study examines the potential of transformational leadership practices to enhance creative competencies among students identified by the World Economic Forum as a critical skill for 2025. Through a quantitative methodology, data were collected data from 1034 students across public and private vocational colleges in Jiangsu Province, employing the Multifactor Leadership Questionnaire (MLQ 5X) and the Personal-Environment Fit Creativity Scale (PEFSC) to gauge perceptions of teacher leadership behaviours and student creativity. Anchored by Bass and Riggio's Transformational Leadership Theory and Csikszentmihalyi's Systematic Theory of Creativity, this study constructs a dual theoretical lens to explore this dynamic. Anticipated outcomes include the formulation of a robust framework for teacher professional development aimed at refining teaching strategies and fostering an environment conducive to creative thinking. The implications of this study extend its utility beyond the Chinese context, offering a blueprint for integrating transformational leadership into educational practices globally, thereby enriching the discourse on the impact of leadership on student creativity.

Does a High-Performance Human Resource Practice Stimulate Employee Creativity: A Moderated Mediation Model

This study explores entrepreneurial leadership as a moderator between employee work engagement and perceptions of high-performance human resource management (HRM) practices. Additionally, it delves into the mediating role of employee work engagement between employee creativity and these perceptions. Utilizing a quantitative research strategy, the study includes a sample of 396 members from the banking sector in Pakistan. The study employs PLS-SEM to test hypotheses. Findings indicate that employee work engagement serves as a mediator between employees’ perceptions of high-performance HRM practices and creativity, while entrepreneurial leadership moderates this association. Entrepreneurial leadership enhances the employee–organization relationship and strengthens the impact of high-performance HRM practices on positive work-related behaviours. The study contributes to the body of knowledge by examining the strong role of employee work engagement in the relationship between employee perceptions of high-performance HRM practices and creativity as mediator, as well as the significance of entrepreneurial leadership as a moderator in that relationship to optimize the working of organization stimulating through the demand resource theory.

Issues of artistic creativity in the aspect of performing activity

Relevance. Art has a great impact on the cultural development of both society and the individual. The ability to understand and accept the product of artistic activity is an important feature of a modern person. Consideration of the problems of the embodiment of creativity through performing activities will bring the perception of creativity to a new more conscious level. In addition, the introduction to this work will be useful for representatives of performing and authoring activities, for more fruitful cooperation. Purpose. The purpose of this study is to identify and describe the psychology of the issues of artistic creativity for certain types of performing activities. The allocation of individual types of activities will allow a more detailed and conscious approach to the consideration of the issue. Methodology. The method of scientific analysis and psychological modelling is used. The analysis of theoretical scientific literature on psychology, philosophy, and the history of the issue was carried out. Results. The article describes the problems of artistic creativity for each of the selected types of performing activities: for musicians, instrumental and vocal performers, conductors, dancers, actors, directors and readers. The analysis of the results of this article and the works on this topic by Russian researchers has shown that in Russian practice more attention is paid to the theoretical part of the question. World research, based on a theoretical basis, is aimed at empirical research on the practical psychology of the creative and performing process. Conclusions. The obtained results contribute to a better understanding of the issues of artistic creativity and, as a result, their reduction. Based on the identified complex and particular issues of performers, a method is proposed to reduce the negative impact of external factors. Keywords: the psychology of art; musicology; aesthetic disciplines; author's idea; the embodiment of the work

The impact and mechanism of culture mixing on travel intention

Although culture plays an essential role in destination image creation, few studies have examined the effectiveness of culture mixing in the tourism industry. Thus, we tested the impact of culture mixing on travel intention with a sample of 279 tourists in China. Results revealed a distributional effect of cultural iconicity on culture mixing, which suggests that tourists preferred culture mixing and showed a strong travel intention, but only for destinations with a low level of cultural iconicity. In contrast, they expressed a negative response to culture mixing when the destination had high cultural iconicity. Additionally, we examined the mediating roles of confusion experience and creativity perception to further strengthen understanding of culture mixing in the tourism context. Our findings provide insight into how to build creative tourism destination environments and advise prestigious destinations on how to utilize cultural tactics in advertising.

Climate change education through drama and social learning: Playful inquiry for building extreme weather events adaptation scenarios

Considering the projected impacts of climate change in upcoming decades, innovative educational approaches should encourage inventive problem-solving techniques and societal change, fostering transformative climate adaptation. The value of drama in climate adaptation education remains a novel area in the environmental education research literature and requires further exploration of its potential benefits to Climate Change Education (CCE). This article presents a proposal for CCE to include various elements in a drama workshop by evaluating a methodological framework. Participants in the workshop studied the vulnerabilities that arose from flooding and droughts while dramatizing different social conflicts to develop building adaptation scenarios. Through the exploration of problems via playful activities, participants collaboratively construct narratives and texts rich with meaning, based on a critical and creative perception of themes, needs, desires, and overlapping ideologies. This short-term experience manifests efficacy in elucidating the underpinnings of social systems structures, human values, and motivations. This article analyzes workshop results, providing a pedagogical structure and theoretical foundation, contributing to a better comprehension of drama in education and the creation of capacities towards CCE.