Creativity in Education: Influencing Factors and Outcomes

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".

Deadline for manuscript submissions: closed (30 June 2025) | Viewed by 1065

Special Issue Editor


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Guest Editor
Department of Educational Psychology, University of Minnesota, Minneapolis, MN 55455, USA
Interests: creativity; critical thinking; gifted and talented education; chess training and its educational and psychological effects; cognitive research with artificial participants

Special Issue Information

Dear Colleagues,

This Special Issue is entitled “Creativity in Education: Influencing Factors and Outcomes”. This title clearly places a premium on the topic of creativity in education. Creativity is a positive outcome in education. This Special Issue will feature articles on factors that promote creativity and the outcomes that accompany educational practices that promote creativity. Articles that are appropriate for this Special Issue may be theoretical or empirical; they may deal with teaching issues, measurement issues, or any other issues that relate to creativity in education. One goal is that this Special Issue will present an exciting and stimulating compilation of articles on creativity in education.

Prof. Dr. William Bart
Guest Editor

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Keywords

  • creativity
  • innovation
  • teaching practices
  • creativity measurement
  • influencing factors
  • creativity outcomes
  • creativity curriculum
  • special populations

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Published Papers (1 paper)

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Research

14 pages, 604 KiB  
Article
Exploring the Interplay Between Creative Self-Efficacy, Mindset, and Creativity in Response to Negative Feedback
by Mengrong Liu, Yilai Pei and Weiguo Pang
Behav. Sci. 2025, 15(6), 806; https://doi.org/10.3390/bs15060806 - 12 Jun 2025
Viewed by 431
Abstract
Negative feedback is both common and important in the creative process. However, research has shown inconsistent effects of negative feedback on creativity, and individual characteristics may moderate the impact of negative feedback on creative performance. This study explores how creative self-efficacy and a [...] Read more.
Negative feedback is both common and important in the creative process. However, research has shown inconsistent effects of negative feedback on creativity, and individual characteristics may moderate the impact of negative feedback on creative performance. This study explores how creative self-efficacy and a creative developmental mindset interact to influence creative performance in response to negative feedback. One hundred and twenty-two university students were recruited to complete the Creative Self-Efficacy Scale and the Creative Mindset Scale. They also participated in two Alternative Uses Tasks and one Realistic Presented Problem, both before and after receiving pseudo negative feedback. The results indicated that individuals with high creative self-efficacy and a low developmental mindset generated more Realistic Presented Problem solutions after negative feedback, while those with high creative self-efficacy and a high developmental mindset generated more original Realistic Presented Problem solutions. These findings are discussed in relation to the self-enhancement and self-improvement motivations. Based on our results, the role of creative self-efficacy and a developmental mindset should be considered when delivering negative feedback. Our research also highlights ways to foster creativity in educational and workplace settings. Full article
(This article belongs to the Special Issue Creativity in Education: Influencing Factors and Outcomes)
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