Skip to main content
SpringerLink
Log in

Subordinated and Rebellious Creativity at School

  • Chapter
  • First Online:
Creative Contradictions in Education

Part of the book series: Creativity Theory and Action in Education ((CTAE,volume 1))

Abstract

Schools have poor reputation among creativity researchers. Teachers’ biases and implicit theories, disruptive behaviors among creative students, and the equivocal pattern of the relationship between creativity and school achievement all contribute to this fact. This chapter presents a new typological model of creativity and demonstrate how this model and its categories may be useful in understanding different, often contradictory, findings present in the creative education literature.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Acar, S., & Runco, M. A. (2012). Psychoticism and creativity: A meta-analytic review. Psychology of Aesthetics, Creativity, and the Arts, 6, 341–350.

    Article  Google Scholar 

  • Acar, S., & Sen, S. (2013). A multilevel meta-analysis of the relationship between creativity and schizotypy. Psychology of Aesthetics, Creativity, and the Arts, 7, 214–228.

    Article  Google Scholar 

  • Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview.

    Google Scholar 

  • Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The work preference inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950–967.

    Article  Google Scholar 

  • Baas, M., Roskes, M., Sligte, D., Nijstad, B. A., & De Dreu, C. K. (2013). Personality and creativity: The dual pathway to creativity model and a research agenda. Social and Personality Psychology Compass, 7, 732–748.

    Article  Google Scholar 

  • Baer, J. (2014). Creativity and divergent thinking: A task-specific approach. New York, NY: Psychology Press.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

    Google Scholar 

  • Barbot, B., Besançon, M., & Lubart, T. I. (2011). Assessing creativity in the classroom. The Open Education Journal, 4, 58–66.

    Article  Google Scholar 

  • Barczak, G., Lassk, F., & Mulki, J. (2010). Antecedents of team creativity: An examination of team emotional intelligence, team trust and collaborative culture. Creativity and Innovation Management, 19, 332–345.

    Article  Google Scholar 

  • Batey, M., & Furnham, A. (2009). The relationship between creativity, schizotypy and intelligence. Individual Differences Research, 7, 272–284.

    Google Scholar 

  • Beaty, R. E., & Silvia, P. J. (2012). Why do ideas get more creative across time? An executive interpretation of the serial order effect in divergent thinking tasks. Psychology of Aesthetics, Creativity, and the Arts, 6, 309–319.

    Article  Google Scholar 

  • Beaty, R. E., Nusbaum, E. C., & Silvia, P. J. (2014). Does insight problem solving predict real-world creativity? Psychology of Aesthetics, Creativity, and the Arts, 8, 287–292.

    Article  Google Scholar 

  • Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447–457.

    Article  Google Scholar 

  • Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology15, 6–23.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Beghetto, R. A., & Kaufman, J. C. (2015). Promise and pitfalls in differentiating amongst the Cs of creativity. Creativity Research Journal, 27, 240–241.

    Article  Google Scholar 

  • Butcher, J. L., & Niec, L. N. (2005). Disruptive behaviors and creativity in childhood: The importance of affect regulation. Creativity Research Journal, 17, 181–193.

    Article  Google Scholar 

  • Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37–50.

    Article  Google Scholar 

  • Cattell, R. B., & Drevdahl, J. E. (1955). A comparison of the personality profile (16 P.F.) of eminent researchers with that of eminent teachers and administrators, and of the general population. British Journal of Psychology, 46, 248–261.

    Article  Google Scholar 

  • Cooke, P. N., & Lazzeretti, L. (Eds.). (2008). Creative cities, cultural clusters and local economic development. Northampton, UK: Edward Elgar Publishing.

    Google Scholar 

  • Cropley, A. (2012). Creativity and education: An Australian perspective. International Journal of Creativity and Problem Solving, 22, 9–25.

    Google Scholar 

  • Csikszentmihalyi, M. (1996). Creativity: Flow and the psychology of discovery and invention. New York, NY: Harper/Collins.

    Google Scholar 

  • D’Zurilla, T. J., Maydeu-Olivares, A., & Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and Individual Differences, 50, 142–147.

    Article  Google Scholar 

  • da Costa, S., Páez, D., Sánchez, F., Garaigordobil, M., & Gondim, S. (2015). Personal factors of creativity: A second order meta-analysis. Journal of Work and Organizational Psychology, 31, 165–173.

    Google Scholar 

  • Dawson, V. L. (1997). In search of the wild bohemian: Challenges in the identification of the creatively gifted. Roeper Review, 19, 148–152.

    Article  Google Scholar 

  • De Dreu, C. K., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94, 739–756.

    Article  Google Scholar 

  • DeYoung, C. G. (2006). Higher-order factors of the Big Five in a multi-informant sample. Journal of Personality and Social Psychology, 91, 1138–1151.

    Article  Google Scholar 

  • DeYoung, C. G., Grazioplene, R. G., & Peterson, J. B. (2012). From madness to genius: The Openness/Intellect trait domain as a paradoxical simplex. Journal of Research in Personality, 46, 63–78.

    Article  Google Scholar 

  • DeYoung, C. G., Quilty, L. C., Peterson, J. B., & Gray, J. R. (2014). Openness to experience, intellect, and cognitive ability. Journal of Personality Assessment, 96, 46–52.

    Article  Google Scholar 

  • Domino, G. (1974). Assessment of cinematographic creativity. Journal of Personality and Social Psychology, 64, 1064–1071.

    Google Scholar 

  • Durmysheva, Y., & Kozbelt, A. (2014). Psychologizing the “finder-seeker” creator typology: Relations between the Creative Approach Questionnaire (CAPPQ) and other measures. Imagination, Cognition and Personality, 33, 341–358.

    Article  Google Scholar 

  • Dziedziewicz, D., Gajda, A., & Karwowski, M. (2014). Developing children’s intercultural competence and creativity. Thinking Skills and Creativity, 13, 32–42.

    Article  Google Scholar 

  • Dziedziewicz, D., & Karwowski, M. (2015). Development of children’s creative visual imagination: A theoretical model and enhancement programmes. Education, 3–13(43), 382–392.

    Google Scholar 

  • Dziedziewicz, D., Oledzka, D., & Karwowski, M. (2013). Developing 4-to 6-year-old children’s figural creativity using a doodle-book program. Thinking Skills and Creativity, 9, 85–95.

    Article  Google Scholar 

  • Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147–178.

    Article  Google Scholar 

  • Eysenck, H. J. (1995). Genius: The natural history of creativity. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Feist, G. J. (1998). A meta-analysis of the impact of personality on scientific and artistic creativity. Personality and Social Psychological Review, 2, 290–309.

    Article  Google Scholar 

  • Feist, G. J., & Barron, F. X. (2003). Predicting creativity from early to late adulthood: Intellect, potential, and personality. Journal of Research in Personality, 37, 62–88.

    Article  Google Scholar 

  • Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative cognition: Theory, research, and applications. Bradford, UK: MIT Press.

    Google Scholar 

  • Florida, R. L. (2002). The rise of the creative class: And how it’s transforming work, leisure, community and everyday life. New York, NY: Basic Books.

    Google Scholar 

  • Furnham, A., Batey, M., Booth, T. W., Patel, V., & Lozinskaya, D. (2011). Individual difference predictors of creativity in art and science students. Thinking Skills and Creativity, 2, 114–121.

    Article  Google Scholar 

  • Gajda, A., Karwowski, M., & Beghetto, R. A. (in press). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology.

    Google Scholar 

  • Galenson, D. W. (2004). The life cycles of modern artists. Historical Methods: A Journal of Quantitative and Interdisciplinary History, 37, 123–136.

    Article  Google Scholar 

  • Galenson, D. W. (2005). Who are the greatest living artists? The view from the auction market (NBER working paper). Cambridge, MA: National Bureau of Economic Research.

    Book  Google Scholar 

  • Gilson, L. L., Lim, H. S., D’Innocenzo, L., & Moye, N. (2012). One size does not fit all: Managing radical and incremental creativity. Journal of Creative Behavior, 46, 168–191.

    Article  Google Scholar 

  • Gilson, L. L., & Madjar, N. (2011). Radical and incremental creativity: Antecedents and processes. Psychology of Aesthetics, Creativity, and the Arts, 5, 21–28.

    Article  Google Scholar 

  • Glăveanu, V. P. (2013). Rewriting the language of creativity: The Five A’s framework. Review of General Psychology, 17, 69–81.

    Article  Google Scholar 

  • Glăveanu, V. P. (2014). The psychology of creativity: A critical reading. Creativity: Theories-Research-Applications, 1, 10–32.

    Article  Google Scholar 

  • Glăveanu, V. P. (2015a). The status of the social in creativity studies and the pitfalls of dichotomic thinking. Creativity. Theories–Research-Applications, 2, 102–119.

    Google Scholar 

  • Glăveanu, V. P. (2015b). Creativity as a sociocultural act. Journal of Creative Behavior, 49, 1–16. doi:10.1002/jocb.94.

    Article  Google Scholar 

  • Glăveanu, V. P., & Karwowski, M. (2015). Crossing disciplinary borders in the psychology of creativity: An exercise in perspective-taking. International Journal of Talent Development and Creativity, 3, 165–179.

    Google Scholar 

  • Goldsmith, R. E., & Matherly, T. A. (1986). Seeking simpler solutions: Assimilators and explorers, adaptors and innovators. Journal of Psychology, 120, 149–155.

    Article  Google Scholar 

  • Gralewski, J., & Karwowski, M. (2012). Creativity and school grades: A case from Poland. Thinking Skills and Creativity, 7, 198–208.

    Article  Google Scholar 

  • Gralewski, J., & Karwowski, M. (2013). Polite girls and creative boys? Students’ gender moderates accuracy of teachers’ ratings of creativity. Journal of Creative Behavior, 47, 290–304.

    Article  Google Scholar 

  • Gralewski, J., & Karwowski, M. (in press). Are teachers’ implicit theories of creativity related to the recognition of their students’ creativity? Journal of Creative Behavior.

    Google Scholar 

  • Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.

    Article  Google Scholar 

  • Gupta, N., Jang, Y., Mednick, S. C., & Huber, D. E. (2012). The road not taken creative solutions require avoidance of high-frequency responses. Psychological Science, 23, 288–294.

    Article  Google Scholar 

  • Hall, W. B., & MacKinnon, D. W. (1969). Personality inventory correlates of creativity among architects. Journal of Applied Psychology, 53, 322–326.

    Article  Google Scholar 

  • Hämäläinen, R., & Vähäsantanen, K. (2011). Theoretical and pedagogical perspectives on orchestrating creativity and collaborative learning. Educational Research Review, 6, 169–184.

    Article  Google Scholar 

  • Hanson, M. H. (2015). The ideology of creativity and challenges of participation. Europe’s Journal of Psychology, 11, 369–378.

    Article  Google Scholar 

  • Jankowska, D. M., & Karwowski, M. (2015). Measuring creative imagery abilities. Frontiers in Psychology, 6, 1591. doi:10.3389/fpsyg.2015.01591.

    Article  Google Scholar 

  • 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.

    Article  Google Scholar 

  • Karwowski, M. (2010a). Kreatywność – feeria rozumień, uwikłań, powodów. Teoretyczno-empiryczna prolegomena. [Creativity: A feeria of understandings, entanglements, conditions]. In M. Karwowski, & A. Gajda (Eds.), Kreatywność (nie tylko) w klasie szkolnej [Creativity not only in the classroom] (pp. 12–45). Warszawa, Poland: Wydawnictwo Akademii Pedagogiki Specjalnej.

    Google Scholar 

  • Karwowski, M. (2010b). Are creative students really welcome in the classroom? Implicit theories of “good” and “creative” student’ personality among Polish teachers. Procedia Social and Behavioural Sciences, 2, 1233–1237.

    Google Scholar 

  • Karwowski, M. (2007). Teachers’ nominations of students’ creativity: Should we believe them? Are the nominations valid? Social Sciences, 2, 264–269.

    Google Scholar 

  • Karwowski, M. (2009). I’m creative, but am I Creative? Similarities and differences between self-evaluated small and Big C creativity in Poland. International Journal of Creativity and Problem Solving, 19, 7–26.

    Google Scholar 

  • Karwowski, M. (2011). It doesn’t hurt to ask… But sometimes it hurts to believe: Polish students’ creative self-efficacy and its predictors. Psychology of Aesthetics, Creativity, and the Arts, 5, 154–164.

    Article  Google Scholar 

  • Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62–70.

    Article  Google Scholar 

  • Karwowski, M. (2015). Notes on creative potential and its measurement. Creativity: Theories – Research – Applications, 2, 4–17.

    Google Scholar 

  • Karwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In J. C. Kaufman & J. Baer (Eds.), Cambridge companion to reason and development (pp. 302–326). New York, NY: Cambridge University Press.

    Google Scholar 

  • Karwowski, M., & Gralewski, J. (2013). Threshold hypothesis: Fact or artifact? Thinking Skills and Creativity, 8, 25–33.

    Article  Google Scholar 

  • Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-concept is moderated by students’ gender. Learning and Individual Differences, 44, 1–8.

    Article  Google Scholar 

  • Karwowski, M., & Jankowska, D. M. (in press). Four faces of creativity at school. In R. A. Beghetto, & J. C. Kaufman (Eds.), Nurturing creativity in the classroom. New York, NY: Cambridge University Press.

    Google Scholar 

  • 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, 10, 214–232. http://dx.doi.org/10.1037/aca0000035.

  • Karwowski, M., & Lebuda, I. (in press). Creative self-concept: A surface characteristic of creative personality. In G. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), Cambridge handbook of creativity and personality research. New York, NY: Cambridge University Press.

    Google Scholar 

  • Karwowski, M., & Soszynski, M. (2008). How to develop creative imagination? Assumptions, aims and effectiveness of Role Play Training in Creativity (RPTC). Thinking Skills and Creativity, 3, 163–171.

    Article  Google Scholar 

  • Kasof, J. (1995). Explaining creativity: The attributional perspective. Creativity Research Journal, 8, 311–366.

    Article  Google Scholar 

  • Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The four c model of creativity. Review of General Psychology, 13, 1–12.

    Article  Google Scholar 

  • 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, 35, 155–165.

    Article  Google Scholar 

  • Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., Peterson, J. B., et al. (2015). Openness to experience and intellect differentially predict creative achievement in the arts and sciences. Journal of Personality. doi:10.1111/jopy.12156.

    Google Scholar 

  • Kaufmann, G. (1979). The explorer and the assimilator: A cognitive style distinction and its potential implications for innovative problem solving. Scandinavian Journal of Educational Research, 23, 101–108.

    Article  Google Scholar 

  • Kirton, M. J. (1976). Adaptors and innovators. A description and measure. Journal of Applied Psychology, 61, 622–629.

    Article  Google Scholar 

  • Kirton, M. J. (2004). Adaption-innovation: In the context of diversity and change. London, UK: Routledge.

    Google Scholar 

  • Kozbelt, A. (2008). Gombrich, Galenson, and beyond: Integrating case study and typological frameworks in the study of creative individuals. Empirical Studies of the Arts, 26, 51–68.

    Article  Google Scholar 

  • Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 20–47). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Kozbelt, A., & Durmysheva, Y. (2007). Lifespan creativity in a non-Western artistic tradition: A study of Japanese ukiyo-e printmakers. The International Journal of Aging and Human Development, 65, 23–51.

    Article  Google Scholar 

  • Lebuda, I., Zabelina, D. L., & Karwowski, M. (2015). Mind full of ideas: A meta-analysis of the mindfulness–creativity link. Personality and Individual Differences. doi:10.1016/j.paid.2015.09.040.

    Google Scholar 

  • Leong, L. Y. C., Fischer, R., & McClure, J. (2014). Are nature lovers more innovative? The relationship between connectedness with nature and cognitive styles. Journal of Environmental Psychology, 40, 57–63.

    Article  Google Scholar 

  • Liang, C., Hsu, Y., & Chang, C. C. (2013). Intrinsic motivation as a mediator on imaginative capability development. Thinking Skills and Creativity, 8, 109–119.

    Article  Google Scholar 

  • Lubart, T., & Guignard, J. (2004). The generality-specificity of creativity: A multivariate approach. In R. J. Stemberg, E. L. Grigorenko, & J. L. Singer (Eds.), Creativity: From potential to realization (pp. 43–56). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • MacKinnon, D. W. (1965). Personality and the realization of creative potential. American Psychologist, 20, 273–281.

    Article  Google Scholar 

  • Madjar, N., Greenberg, E., & Chen, Z. (2011). Factors for radical creativity, incremental creativity, and routine, noncreative performance. Journal of Applied Psychology, 96, 730–743.

    Article  Google Scholar 

  • Marsh, H. W., Lüdtke, O., Trautwein, U., & Morin, A. J. (2009). Classical latent profile analysis of academic self-concept dimensions: Synergy of person-and variable-centered approaches to theoretical models of self-concept. Structural Equation Modeling, 16, 191–225.

    Article  Google Scholar 

  • Martindale, C. (1989). Personality, situation, and creativity. In J. A. Glover, R. R. Ronning, & C. Reynolds (Eds.), Handbook of creativity (pp. 211–233). New York, NY/London, UK: Plenum Press.

    Chapter  Google Scholar 

  • Martinsen, Ø. (1995). Cognitive styles and experience in solving insight problems: Replication and extension. Creativity Research Journal, 8, 291–298.

    Article  Google Scholar 

  • Maslow, A. H. (1967). The creative attitude. In R. L. Mooney & T. A. Rasik (Eds.), Explorations in creativity (pp. 43–57). New York, NY: Harper & Row.

    Google Scholar 

  • McCrae, R. R., & Costa, P. T., Jr. (1994). The stability of personality: Observations and evaluations. Current Directions in Psychological Science, 3, 173–175.

    Article  Google Scholar 

  • Nęcka, E. (2001). Psychologia twórczości. Gdańsk, Poland: GWP.

    Google Scholar 

  • Nęcka, E., Grohman, M., & Słabosz, A. (2006). Creativity studies in Poland. In J. C. Kaufman & R. J. Sternberg (Eds.), The international handbook of creativity (pp. 270–306). New York, NY: Cambridge University Press.

    Chapter  Google Scholar 

  • Nielsen, B. D., Pickett, C. L., & Simonton, D. K. (2008). Conceptual versus experimental creativity: Which works best on convergent and divergent thinking tasks? Psychology of Aesthetics, Creativity, and the Arts, 2, 131–138.

    Article  Google Scholar 

  • Nijstad, B. A., De Dreu, C. K., Rietzschel, E. F., & Baas, M. (2010). The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European Review of Social Psychology, 21, 34–77.

    Article  Google Scholar 

  • Nowacki, B. (2012). Western model of creativity: Generalizability and hypothetical consequences for the “non-western world”. International Journal of Creativity and Problem Solving, 23, 13–23.

    Google Scholar 

  • Nowacki, B. (2014). Polish version of the creative approach questionnaire: An initial adaptation. Creativity: Theories-Research-Applications, 1, 65–87.

    Article  Google Scholar 

  • Nusbaum, E. C., & Silvia, P. J. (2011). Are openness and intellect distinct aspects of openness to experience? A test of the O/I model. Personality and Individual Differences, 51, 571–574.

    Article  Google Scholar 

  • O’Hara, L. A., & Sternberg, R. J. (2001). It doesn’t hurt to ask: Effects of instructions to be creative, practical, or analytical on essay-writing performance and their interaction with students’ thinking styles. Creativity Research Journal, 13, 197–210.

    Article  Google Scholar 

  • Pirola‐Merlo, A., & Mann, L. (2004). The relationship between individual creativity and team creativity: Aggregating across people and time. Journal of Organizational Behavior, 25, 235–257.

    Article  Google Scholar 

  • Plucker, J. A. (1999). Is the proof really in the pudding? Reanalysis of Torrance’s longitudinal data. Creativity Research Journal, 12, 103–114.

    Article  Google Scholar 

  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322.

    Article  Google Scholar 

  • Puente-Diaz, R., Maier, M. A., Brem, A., & Cavazos-Arroyo, J. (2015). Generalizability of the four c model of creativity: A cross-cultural examination of creative perception. Psychology of Aesthetics, Creativity, and the Arts. http://dx.doi.org/10.1037/aca0000038.

  • Radel, R., Davranche, K., Fournier, M., & Dietrich, A. (2015). The role of (dis)inhibition in creativity: Decreased inhibition improves idea generation. Cognition, 134, 110–120.

    Article  Google Scholar 

  • Reiter-Palmon, R., & Illies, J. J. (2004). Leadership and creativity: Understanding leadership from a creative problem-solving perspective. Leadership Quarterly, 15, 55–77.

    Article  Google Scholar 

  • Rhodes, M. (1962). An analysis of creativity. Phi Delta Kappa, 42, 305–310.

    Google Scholar 

  • Runco, M. A. (2015). A commentary on the social perspective on creativity. Creativity: Theories – Research – Applications, 2, 21–32.

    Google Scholar 

  • Runco, M. A., & Acar, S. (2012). Divergent thinking as an indicator of creative potential. Creativity Research Journal, 24, 66–75.

    Article  Google Scholar 

  • Sawyer, R. K. (2014). Group creativity: Music, theater, collaboration. New York, NY: Psychology Press.

    Google Scholar 

  • Scott, C. L. (1999). Teacher’s biases toward creative children. Creativity Research Journal, 12, 321–328.

    Article  Google Scholar 

  • Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16, 361–388.

    Article  Google Scholar 

  • Silvia, P. J., & Beaty, R. E. (2012). Making creative metaphors: The importance of fluid intelligence for creative thought. Intelligence, 40, 343–351.

    Article  Google Scholar 

  • Silvia, P. J., Beaty, R. E., Nusbaum, E. C., Eddington, K. M., Levin-Aspenson, H., & Kwapil, T. R. (2014). Everyday creativity in daily life: An experience-sampling study of “little c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 8, 183–188.

    Article  Google Scholar 

  • Silvia, P. J., Beaty, R. E., & Nusbaum, E. C. (2013). Verbal fluency and creativity: General and specific contributions of broad retrieval ability (Gr) factors to divergent thinking. Intelligence, 41, 328–340.

    Article  Google Scholar 

  • Silvia, P. J., Kaufman, J. C., Reiter-Palmon, R., & Wigert, B. (2011). Cantankerous creativity: Honesty-Humility, agreeableness, and the HEXACO structure of creative achievement. Personality and Individual Differences, 5, 687–689.

    Article  Google Scholar 

  • Simonton, D. K. (1991). Personality correlates of exceptional personal influence: A note on Thorndike’s (1950) creators and leaders. Creativity Research Journal, 4, 67–78.

    Article  Google Scholar 

  • Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. American Psychologist, 55, 151–158.

    Article  Google Scholar 

  • Simonton, D. K. (2007). Creative life cycles in literature: Poets versus novelists or conceptualists versus experimentalists? Psychology of Aesthetics, Creativity, and the Arts, 1, 133–139.

    Article  Google Scholar 

  • Simonton, D. K. (2009). Varieties of (scientific) creativity: A hierarchical model of domain-specific disposition, development, and achievement. Perspectives on Psychological Science, 4, 441–452.

    Article  Google Scholar 

  • Simonton, D. K. (2016). Creative genius and psychopathology: Creativity as positive and negative personality. In G. J. Feist, R. Reiter-Palmon, & J. C. Kaufman (Eds.), Cambridge handbook of creativity and personality research. New York, NY: Cambridge University Press.

    Google Scholar 

  • Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69.

    Article  Google Scholar 

  • Sternberg, R. J. (1999). A propulsion model of types of creative contributions. Review of General Psychology, 3, 83–100.

    Article  Google Scholar 

  • Sternberg, R. J. (2005). Creativity or creativities? International Journal of Human-Computer Studies, 63, 370–382.

    Article  Google Scholar 

  • Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2001). The propulsion model of creative contributions applied to the arts and letters. Journal of Creative Behavior, 35, 75–101.

    Article  Google Scholar 

  • Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The creativity conundrum: A propulsion model of kinds of creative contributions. New York, NY: Psychology Press.

    Google Scholar 

  • Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2003). A propulsion model of creative leadership. Leadership Quarterly, 14, 455–473.

    Article  Google Scholar 

  • Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2004). A propulsion model of creative leadership. Creativity and Innovation Management, 13, 145–153.

    Article  Google Scholar 

  • Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York, NY: Free Press.

    Google Scholar 

  • Strelau, J. (1998). Temperament: A psychological perspective. New York, NY: Plenum.

    Google Scholar 

  • Szen-Ziemiańska, J., Lebuda, I., & Karwowski, M. (in press). Mix and match: The 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. New York, NY: Cambridge University Press.

    Google Scholar 

  • Taggar, S. (2002). Individual creativity and group ability to utilize individual creative resources: A multilevel model. Academy of Management Journal, 45, 315–330.

    Article  Google Scholar 

  • Torrance, E. P. (1988). The nature of creativity as manifest in its testing. In R. J. Sternberg (Ed.), The nature of creativity (pp. 43–73). New York, NY: Cambridge University Press.

    Google Scholar 

  • Vijetha, P., & Jangaiah, C. (2010). Intelligence, creative thinking abilities and academic achievement of children with hearing impairment – A correlation study. Journal of the All India Institute of Speech & Hearing, 29, 262–268.

    Google Scholar 

  • Westby, E. L., & Dawson, V. L. (1995). Creativity: Asset or burden in the classroom? Creativity Research Journal, 8, 1–10.

    Article  Google Scholar 

  • Wright, P., & Pascoe, R. (2015). Eudaimonia and creativity: The art of human flourishing. Cambridge Journal of Education, 45, 295–306.

    Article  Google Scholar 

  • Zabelina, D., Saporta, A., & Beeman, M. (2015). Flexible or leaky attention in creative people? Distinct patterns of attention for different types of creative thinking. Memory & Cognition, 44, 1–11.

    Google Scholar 

Download references

Acknowledgement

The preparation of this chapter was supported by the Polish Ministry of Science and Higher Education (Iuventus Plus Program-0193/IP3/2015/73).

Author information

Authors and Affiliations

  1. Department of Educational Sciences, The Maria Grzegorzewska University, Szczesliwicka St., 40, 02353, Warsaw, Poland

    Maciej Karwowski

Authors
  1. Maciej Karwowski
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maciej Karwowski .

Editor information

Editors and Affiliations

  1. Department of Educational Psychology, University of Connecticut, Storrs, CT, USA

    Ronald A. Beghetto

  2. Department of Mathematical Sciences, The University of Montana, Missoula, MT, USA

    Bharath Sriraman

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Karwowski, M. (2017). Subordinated and Rebellious Creativity at School. In: Beghetto, R., Sriraman, B. (eds) Creative Contradictions in Education. Creativity Theory and Action in Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-21924-0_6

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-21924-0_6

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-21923-3

  • Online ISBN: 978-3-319-21924-0

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation