Abstract
This chapter presents reflections on professional and eminent creativity, especially on the need to consider the social context in studying creators’ self-concepts. We emphasize the importance of social interactions to the formation of creators’ self-concepts, and of the perception of opportunities in the role. We would like to present how important coexistence of all elements of the creative system is (person, domain, and field), and why it is crucial to take them into consideration when we try to understand how creators’ self-images develop.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Albert, R. S., & Runco, M. A. (1986). The achievement of eminence: A model based on a longitudinal study of exceptionally gifted boys and their families. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 332–357). New York: Cambridge University Press.
Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The Amusement park theoretical (APT) model of creativity. Roeper Review, 27, 158–163.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barron, F. (1983). Creative writers. In R. S. Albert (Ed.), Genius and eminence: The social psychology of creativity and exceptional achievement (pp. 302–310). Oxford: Pergamon Press.
Barron, F., & Harrington, D. M. (1981). Creativity, intelligence and personality. Annual Review of Psychology, 32, 439–476.
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457.
Csikszentmihalyi, M. (1996). Creativity. Flow and the psychology of discovery and invention. New York: Harper Collins.
Csikszentmihalyi, M., Condren, M., & Lebuda, I. (2016). Deviant heroes and social heroism in everyday life: Activists and artists. In S. T. Allison, G. R. Goethals, & R. M. Kramer (Eds.), The handbook of heroism and heroic leadership (pp. 249–261). New York: Routledge Press.
Dollinger, S. J., Dollinger, S. M. C., & Centeno, L. (2005). Identity and creativity. Identity: An International Journal of Theory and Research, 5, 315–339.
Dowd, T. J., & Pinheiro, D. L. (2013). The ties among the notes: The social capital of jazz musicians in three metro areas. Work and Occupations, 40, 431–464.
Feist, G. J. (2014). Psychometric studies of scientific talent and eminence. In D. K. Simonton (Ed.), The Wiley handbook of genius (pp. 62–86). Chichester, UK: Wiley.
Gardner, H. (1993). Creating minds: An anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.
Getzels, J. W., & Csikszentmihalyi, M. (1976). The creative vision: A longitudinal study of problem finding in art. New York: Wiley.
Glăveanu, V. P. (2013). Rewriting the language of creativity: The five A’s framework. Review of General Psychology, 1, 69–81.
Glăveanu, V. P. (2015). Creativity as a sociocultural act. Journal of Creative Behavior, 49, 165–180.
Glăveanu, V. P. (2017). The creative self in dialogue. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: Effects of self-efficacy, mindset and identity (pp. 119–138). San Diego, CA: Academic.
Glăveanu, V. P., & Tanggaard, L. (2014). Creativity, identity, and representation: Towards a socio-cultural theory of creative identity. New Ideas in Psychology, 34, 12–21.
Gruber, H. E., & Wallace, D. B. (1999). The case study method and evolving systems approach for understanding unique creative people at work. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 93–115). Cambridge, UK: Cambridge University Press.
Haslam, S. A., Adarves-Yorno, I., Postmes, T., & Jans, L. (2013). The collective origins of valued originality: A social identity approach to creativity. Personality and Social Psychology Review, 17, 384–401.
Helson, R. (1967). Personality characteristics and developmental history of creative college women. Genetic Psychology Monographs, 76, 205–256.
Helson, R., & Pals, J. L. (2000). Creative potential, creative achievement, and personal growth. Journal of Personality, 68, 1–27.
James, W. (1890). The principles of psychology. New York: Holt.
Karwowski, M. (2016). The dynamics of creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 1, 99–104.
Karwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In J. C. Kaufman & J. Baer (Eds.), The Cambridge companion to creativity and reason in cognitive development (pp. 302–326). New York: Cambridge University Press.
Karwowski, M., & Beghetto, R. A. (2017). Toward untangling creative self-beliefs. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: Effects of self-efficacy, mindset and identity (pp. 3–22). San Diego, CA: Academic.
Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-beliefs is moderated by students’ gender. Learning and Individual Differences, 44, 1–8.
Karwowski, M., & Kaufman, J. C. (Eds.). (2017). The creative self: Effect of beliefs, self-efficacy, mindset, and identity. Waltham, MA: Academic.
Karwowski, M., & Lebuda, I. (2016). The big five, the huge two, and creative self-beliefs: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 2, 214–232.
Karwowski, M., & Lebuda, I. (2017). Creative self-concept: A surface characteristic of creative personality. In G. J. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), The Cambridge handbook of creativity and personality research (pp. 84–102). New York: Cambridge University Press.
Karwowski, M., Lebuda, I., & Beghetto, R. A. (in press). Creative self-beliefs. In J. C. Kaufman & R. J. Sternberg (Eds.), Cambridge handbook of creativity. New York: Cambridge University Press.
Kasof, J. (1995). Explaining creativity: The attributional perspective. Creativity Research Journal, 8, 311–366.
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four C model of creativity. Review of General Psychology, 13, 1–12.
Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 33, 155–165.
Larson, R., & Csikszentmihalyi, M. (1983). The experience sampling method. In H. Reis (Ed.), Naturalistic approaches to studying social interaction: New directions for methodology of social and behavioral science. San Francisco, CA: Jossey-Bass.
Lebuda, I. (2016). Political pathologies and big-C creativity – Eminent polish creators’ experience of restrictions under the communist regime. In V. P. Glăveanu (Ed.), The Palgrave Handbook of Creativity and Culture Research (pp. 329–354). London, United Kindgdom: Palgrave Macmillan.
Lebuda, I., & Csikszentmihalyi, M. (2017). Me, myself, I, and creativity: Self-concepts of eminent creators. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: Effects of self-efficacy, mindset and identity (pp. 138–146). San Diego, CA: Academic.
Lebuda, I., & Csikszentmihalyi, M. (2018). All you need is love: The importance of partner and family relations to eminent creators’ well-being and success. Journal of Creative Behavior. https://doi.org/10.1002/jocb.348.
Lebuda, I., & Karwowski, M. (2013). Tell me your name and I’ll tell you how creative your work is: Author’s name and gender as factors influencing assessment of product originality in four different domains. Creativity Research Journal, 25, 137–142.
MacKinnon, D. W. (1978). In search of human effectiveness. New York: Creative Education Foundation.
MacKinnon, D. W. (1983). Creative architects. In R. S. Albert (Ed.), Genius and eminence: The social psychology of creativity and exceptional achievement (pp. 291–301). Oxford, UK: Pergamon Press.
Martin, J. (2013). Life positioning analysis: An analytic framework for the study of lives and life narratives. Journal of Theoretical and Philosophical Psychology, 33, 1–17.
Martin, J. (2016). Position exchange, life positioning, and creativity. In V. Glaveanu (Ed.), Palgrave handbook of creativity and culture research (pp. 243–262). London: Palgrave.
Mockros, C. A., & Csikszentmihalyi, M. (1999). The social construction of creative lives. In A. Montuori & R. E. Purser (Eds.), Social creativity (Vol. 1, pp. 175–219). Cresskill: Hampton Press.
Montuori, A., & Purser, R. (1996). Context and creativity beyond social determinism and the isolated genius: A rejoinder to Hale. Journal of Humanistic Psychology, 2, 34–43.
Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 173–220). New York: Academic.
Simonton, D. K. (1995). Exceptional personal influence. Creativity Research Journal, 8, 371–376.
Stein, M. I. (1953). Creativity and culture. Journal of Psychology, 36, 311–322.
Sternberg, J. R., & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 7, 677–688.
Szen-Ziamiańska, J., Lebuda, I., & Karwowski, M. (2017). Mix and match: Opportunities, conditions, and limitations of cross-domain creativity. In J. C. Kaufman, J. Baer, & V. P. Glăveanu (Eds.), Cambridge handbook of creativity across different domains (pp. 18–40). New York: Cambridge University Press.
Taylor, S., & Littleton, K. (2012). Contemporary identities of creativity and creative work. Farnham, GBR: Ashgate Publishing Ltd.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wallace, D. B., & Gruber, H. E. (1989). Creative people at work. New York/Oxford: University Press.
Walters, J., & Gardner, H. (1986). The crystallizing experience: Discovering an intellectual gift. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (pp. 306–331). New York: Cambridge University Press.
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Changes in children’s competence beliefs and subjective task values across the elementary school years: A three-year study. Journal of Educational Psychology, 89, 451–469.
Acknowledgment
Izabela Lebuda was supported by a grant from the Polish Ministry of Science and Higher Education (Iuventus Plus Program, 0252/IP3/2015/73).
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 The Author(s)
About this chapter
Cite this chapter
Lebuda, I., Csikszentmihalyi, M. (2019). Why Researches of Professional and Eminent Creators’ Self Beliefs Need Social Context. In: Lebuda, I., Glăveanu, V.P. (eds) The Palgrave Handbook of Social Creativity Research. Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-95498-1_37
Download citation
DOI: https://doi.org/10.1007/978-3-319-95498-1_37
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-95497-4
Online ISBN: 978-3-319-95498-1
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)