School Students’ Implicit Theories of Creativity and their Self Perceptions as Artists

ABSTRACT

High self-efficacy is important in the ability of students to express their creativity, especially in academic settings. However, the research on creative misconceptions that may be influencing students’ self-efficacy is minimal. The purpose of this study is to explore school students’ ideas about creativity, where they originally obtained them, and whether they view themselves to be creative. A survey including several statements about creativity and creative ability reveals a number of conflicting perceptions students have as well as the probability that they hold a certain idea about their own creativity and their creativity relative to others. Self-efficacy and perceptions of creativity have the potential to impact students’ ability to express their own creativity, both in visual art courses and other courses. This study shines light on where these perceptions and misconceptions are from and how prevalent they are in school students’ lives. This is particularly useful information to impact how art teachers, classroom educators, and psychologists alike interpret the creative person and teach creativity in a variety of settings.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by a National Art Education Foundation.