<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.</p>
</abstract>

Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.

Self-Regulation in Creative Learning: Agentic Perspective

Creativity. Theories – Research - Applications

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Self-Regulation in Creative Learning: Agentic Perspective"}

Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to...

Self-Regulation in Creative Learning: Agentic Perspective

Pubblicato online: 30 ago 2021

Pagine: 52 - 71

Ricevuto: 05 mag 2021

Accettato: 30 giu 2021

DOI: https://doi.org/10.2478/ctra-2021-0005

Parole chiave
self-regulation, creative learning, creative thinking, higher order strategies

© 2021 Aleksandra Zielińska et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Self-Regulation in Creative Learning: Agentic Perspective

Pubblicato online: 30 ago 2021

Pagine: 52 - 71

Ricevuto: 05 mag 2021

Accettato: 30 giu 2021

DOI: https://doi.org/10.2478/ctra-2021-0005

Parole chiaveself-regulation, creative learning, creative thinking, higher order strategies

© 2021 Aleksandra Zielińska et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Parole chiave
self-regulation, creative learning, creative thinking, higher order strategies