10,990
Views
199
CrossRef citations to date
0
Altmetric
Articles

Classroom contexts for creativity

&

References

  • Amabile, T. M. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 37, 221–233.10.1037/0022-3514.37.2.221
  • Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview.
  • Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39, 1154–1184.10.2307/256995
  • Amabile, T. M., DeJong, W., & Lepper, M. R. (1976). Effects of externally imposed deadlines on subsequent intrinsic motivation. Journal of Personality and Social Psychology, 34, 92–98.10.1037/0022-3514.34.1.92
  • Amabile, T. M., Goldfarb, P., & Brackfleld, S. C. (1990). Social influences on creativity: Evaluation, coaction, and surveillance. Creativity Research Journal, 3, 6–21.10.1080/10400419009534330
  • Amabile, T. M., & Pillemer, J. (2012). Perspectives on the social psychology of creativity. The Journal of Creative Behavior, 46, 3–15.10.1002/jocb.001
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.10.1037/0022-0663.84.3.261
  • Baer, J., & Garrett, T. (2010). Teaching for creativity in an era of content standards and accountability. In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (pp. 6–23). New York, NY: Cambridge University Press.10.1017/CBO9780511781629
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.
  • Barron, F. (1955). The disposition toward originality. The Journal of Abnormal and Social Psychology, 51, 478–485.10.1037/h0048073
  • Barron, F. (1969). Creative person and creative process. New York, NY: Holt, Rinehart, & Winston.
  • Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447–457.10.1207/s15326934crj1804_4
  • Beghetto, R. A. (2009). Correlates of intellectual risk taking in elementary school science. Journal of Research in Science Teaching, 46, 210–223.10.1002/tea.v46:2
  • Beghetto, R. A. (2013). Killing ideas softly? The promise and perils of creativity in the classroom. Charlotte, NC: Information Age.
  • Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1, 73–79.10.1037/1931-3896.1.2.73
  • Beghetto, R. A., & Kaufman, J. C. (Eds.). (2010). Nurturing creativity in the classroom. New York, NY: Cambridge University Press.
  • Beghetto, R. A., & Kaufman, J. C. (2013). Fundamentals of creativity. Educational Leadership, 70, 10–15.
  • Berliner, D. C. (2011). Narrowing curriculum, assessments, and conceptions of what it means to be smart in the US schools: Creaticide by design. In D. Ambrose & R. J. Sternberg (Eds.), How dogmatic beliefs harm creativity and higher-level thinking (pp. 79–93). New York, NY: Routledge.
  • Bronson, P. O., & Merryman, A. (2010, July 19). The creativity crisis. Newsweek, pp. 44–50.
  • Cho, Y., Chung, K. Y., Choi, K., Seo, C., & Baek, E. (2013). The emergence of student creativity in classroom settings: A case study of elementary schools in Korea. Journal of Creative Behavior, 47, 152–169.
  • Clifford, M. M. (1991). Risk taking: Theoretical, empirical, and educational considerations. Educational Psychologist, 26, 263–297.10.1080/00461520.1991.9653135
  • Clifford, M. M., & Chou, F. (1991). Effects of payoff and task context on academic risk taking. Journal of Educational Psychology, 83, 499–507.10.1037/0022-0663.83.4.499
  • Collins, M. A., & Amabile, T. M. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 297–312). New York, NY: Cambridge University Press.
  • Craft, A. (2011). Creativity and education futures: Learning in a digital age. England: Trentham Books.
  • Cropley, A. (2006). Creativity: A social approach. Roeper Review, 28, 125–130.
  • Cropley, D. H., Cropley, A. J., Kaufman, J. C., & Runco, M. A. (Eds.). (2010). The dark side of creativity. New York, NY: Cambridge University Press.
  • Cropley, D. H., Kaufman, J. C., & Cropley, A. J. (2008). Malevolent creativity: A functional model of creativity in terrorism and crime. Creativity Research Journal, 20, 105–115.10.1080/10400410802059424
  • Csikszentmihalyi, M. (1999). Implications of a systems perspective for the study of creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 313–335). New York, NY: Cambridge University Press.
  • Davies, D., Jindal-Snape, D., Collier, C., Digby, R., Hay, P., & Howe, A. (2012). Creative learning environments in education: A systematic literature review. Thinking Skills and Creativity, 8, 80–91.
  • Dewey, J. (1897). My pedagogic creed. School Journal, 54, 77–80.
  • Eisenberger, R., & Cameron, J. (1998). Reward, intrinsic interest, and creativity: New findings. American Psychologist, 53, 676–679.10.1037/0003-066X.53.6.676
  • Eisenberger, R., & Shanock, L. (2003). Rewards, intrinsic motivation, and creativity: A case study of conceptual and methodological isolation. Creativity Research Journal, 15, 121–130.10.1080/10400419.2003.9651404
  • Ericsson, K. A. (Ed.). (1996). The road to expert performance: Empirical evidence from the arts and sciences, sports, and games. Mahwah, NJ: Erlbaum.
  • Feist, G. J. (2010). The function of personality in creativity: The nature and nurture of the creative personality. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 113–130). New York, NY: Cambridge University Press.10.1017/CBO9780511763205
  • Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.10.1037/0003-066X.34.10.906
  • Galton, F. (1869). Hereditary genius: An inquiry into its laws and consequences. New York, NY: Macmillan.10.1037/13474-000
  • Glăveanu, V. (2013). Rewriting the language of creativity: The Five A’s framework. Review of General Psychology, 17, 69–81.10.1037/a0029528
  • Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.10.1037/h0063487
  • Hennessey, B. A. (2010a). Intrinsic motivation and creativity in the classroom: Have we come full circle? In R. A. Beghetto & J. C. Kaufman (Eds.), Nurturing creativity in the classroom (pp. 329–361). New York, NY: Cambridge University Press.10.1017/CBO9780511781629
  • Hennessey, B. A. (2010b). The creativity-motivation connection. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 329–361). New York, NY: Cambridge University Press.
  • Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598.10.1146/annurev.psych.093008.100416
  • Hong, E., Hartzell S. A., Greene M. T. (2009). Fostering creativity in the classroom: Effects of teachers’ epistemological beliefs, motivation, and goal orientation. Journal of Creative Behavior, 43, 192–208.
  • Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19, 69–90.10.1080/10400410709336883
  • Ingersoll, R. M. (2003). Who controls teachers’ work? Power and accountability in America’s schools. Cambridge, MA: Harvard University Press.
  • Jauk, E., Benedek, M., Dunst, B., & Neubauer, A. C. (2013). The relationship between intelligence and creativity: New support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence, 41, 212–221.10.1016/j.intell.2013.03.003
  • Johnson, L. G., & Hatch, J. A. (1990). A descriptive study of the creative and social behavior of four highly original young children. The Journal of Creative Behavior, 24, 205–224.10.1002/jocb.1990.24.issue-3
  • Kangas, M. (2010). Creative and playful learning: Learning through game co-creation and games in a playful learning environment. Thinking Skills and Creativity, 5, 1–15.10.1016/j.tsc.2009.11.001
  • Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13, 1–12.10.1037/a0013688
  • Kaufman, J. C., & Beghetto, R. A. (2013a). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35, 155–165.10.1080/02783193.2013.799413
  • Kaufman, J. C., & Beghetto, R. A. (2013b). Do people recognize the Four Cs? Examining layperson conceptions of creativity. Psychology of Aesthetics, Creativity, and the Arts, 7, 229–236.10.1037/a0033295
  • Kaufman, S. B., & Kaufman, J. C. (2007). Ten years to expertise, many more to greatness: An investigation of modern writers. The Journal of Creative Behavior, 41, 114–124.10.1002/jocb.2007.41.issue-2
  • Kim, K. H. (2005). Can only intelligent people be creative? Journal of Secondary Gifted Education, 16, 57–66.
  • Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the torrance tests of creative thinking. Creativity Research Journal, 23, 285–295.10.1080/10400419.2011.627805
  • Lofing, N. (2009, January 10). Davis sixth-grader’s science experiment breaks new ground. Sacramento Bee. Sacramento, CA. Retrieved from http://www.sacbee.com/education/v-print/story/1530953.html
  • Maehr, M. L., & Midgley, C. (1996). Transforming school culture. Boulder, CO: Westview Press.
  • Midgley, C. (Ed.). (2002). Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Erlbaum.
  • Nickerson, R. S. (1999). Enhancing creativity. In R. J. Sternberg (Ed.), Handbook of human creativity (pp. 392–430). New York, NY: Cambridge University Press.
  • Niu, W. (2007). Individual and environmental influences on Chinese student creativity. The Journal of Creative Behavior, 41, 151–175.10.1002/jocb.2007.41.issue-3
  • Partnership for 21st Century Schools [P21]. (2011). Framework for 21st century learning. Retrieved December 20, 2013, from http://www.p21.org/overview/skills-framework
  • Pintrich, P. R., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self- regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). LincolnNE: Buros Institute of Mental Measurements.
  • Plucker, J., Beghetto, R. A., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83–96.10.1207/s15326985ep3902_1
  • Redmond, M. R., Mumford, M. D., & Teach, R. (1993). Putting creativity to work: Effects of leader behavior on subordinate creativity. Organizational behavior and human decision processes, 55, 120–151.10.1006/obhd.1993.1027
  • Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10, 67–75.10.1207/S15327035EX1002_2
  • Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 42, 305–310.
  • Robinson, K. (2006, February). How schools kill creativity [Video]. Retrieved December 12, 2013, from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
  • Runco, M. A. (2003a). Education for creative potential. Scandinavian Journal of Educational Research, 47, 317–324.10.1080/00313830308598
  • Runco, M. A. (2003b). Creativity, cognition, and their educational implications. In J. C. Houtz (Ed.), The educational psychology of creativity (pp. 25–56). Cresskill, NJ: Hampton Press.
  • Runco, M. A. (2007). Creativity. Theories and themes: Research, development, and practice. Burlington, MA: Elsevier Academic Press.
  • Schacter, J., Thum, Y. M., & Zifkin, D. (2006). How much does creative teaching enhance elementary school students’ achievement? The Journal of Creative Behavior, 40, 47–72.10.1002/jocb.2006.40.issue-1
  • Scott, C. L. (1999). Teachers’ biases toward creative children. Creativity Research Journal, 12, 321–328.
  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16, 361–388.10.1080/10400410409534549
  • Simonton, D. K. (1990). History, chemistry, psychology, and genius: An intellectual autobiography of historiometry. In M. A. Runco & R. S. Albert (Eds.), Theories of creativity (pp. 92–115). Newbury Park, CA: Sage.
  • Simonton, D. K. (2012). Taking the US patent office criteria seriously: A quantitative three-criterion creativity definition and its implications.Creativity Research Journal, 24, 97–106.10.1080/10400419.2012.676974
  • Stein, M. I. (1953). Creativity and culture. The Journal of Psychology, 36, 311–322.10.1080/00223980.1953.9712897
  • Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.). (2004). Creativity: From potential to realization. Washington, DC: American Psychological Association.
  • Sternberg, R. J., Grigorenko, E. L., & Zhang, L. F. (2008). Styles of learning and thinking matter in instruction and assessment. Perspectives on Psychological Science, 3, 486–506.10.1111/ppsc.2008.3.issue-6
  • Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York, NY: Free Press.
  • Tighe, E., Picariello, M. L., & Amabile, T. M. (2003). Environmental influences on motivation and creativity in the classroom. In J. C. Houtz (Ed.), The educational psychology of creativity (pp. 199–222). Cresskill, NJ: Hampton Press.
  • Torrance, E. P. (1970). Encouraging creativity in the classroom. Dubuque, IA: William C. Brown Company.
  • Torrance, E. P. & Gupta, R. K. (1964). Programmed experiences in creative thinking. Final report on Title VII Project to the US office of education. Minneapolis, MN: University of Minnesota.
  • Vygotsky, L. S. (1967/2004). Imagination and creativity in childhood. (M. E. Sharpe, Inc., Trans.). Journal of Russian and East European Psychology, 42, 7–97.
  • Warnock, M. (1978). Imagination. Berkeley, CA: University of California Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.