Skip to main content
SpringerLink
Log in
Book cover

Dynamic Perspectives on Creativity pp 7–25Cite as

Unfreezing Creativity: A Dynamic Micro-longitudinal Approach

  • Chapter
  • First Online:

Part of the book series: Creativity Theory and Action in Education ((CTAE,volume 4))

Abstract

Creativity researchers have conceptualized and studied creativity in a variety of ways. One common approach is to treat creative thought and action as if they are static phenomena that can be assessed using fixed measures. In this chapter, we argue for a more dynamic, micro-longitudinal approach to studying creativity in classrooms. We open with a brief discussion of our operating assumptions about creative thought and action, which serve as the basis for our argument. We then discuss examples of how researchers might move from a more static to more dynamic approach. More specifically, we discuss how researchers can study creative phenomena (such as creative confidence beliefs) using more dynamic, micro-longitudinal designs. We also discuss various promising options for analyzing data collected from such designs, including latent growth curve modeling, network-based analysis, and qualitative interpretations of visual displays. We close with a brief discussion of implications for future research and practice.

This is a preview of subscription content, 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   139.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   179.99
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

Learn about institutional subscriptions

Notes

  1. 1.

    Froebel’s ideas about creativity had an anxious (Pieter Fannes, personal communication) and religious tinge to them, cloaked in the worry that unless young people worked on creative and productive endeavors, they would quickly devolve into destructive impulses (see translators note on p. 31 of Frobel’s The Education of Man).

  2. 2.

    Torrance’s Test of Creative Thinking (TTCT) is actually a measure of divergent thinking, which is viewed as an essential, but not sufficient component of creative thinking or outcomes. In fact, creativity scholars tend to view divergent thinking as an indicator of creative potential (rather than a measure of creativity itself – see Karwowski and Beghetto 2018 for a discussion). The TTCT remains as one of the most popular measure used in the field of creativity studies in general and in schools and classrooms in particular (Plucker and Makel 2010; Reiter-Palmon et al. 2014)

  3. 3.

    Several scholars have offered variations and elaborations on the two criteria definition of creativity (for recent examples see Corazza 2016; Simonton 2016; Smith and Smith 2017).

References

  • Agnoli, S., Zanon, M., Mastria, S., Avenanti, A., & Corazza, G. E. (2018). Enhancing creative cognition with a rapid right-parietal neurofeedback procedure. Neuropsychologia. https://doi.org/10.1016/j.neuropsychologia.2018.02.015.

    Article  Google Scholar 

  • Aljughaiman, A., & Mowrer-Reynolds, E. (2005). Teachers’ conceptions of creativity and creative students. Journal of Creative Behavior, 39, 17–34.

    Article  Google Scholar 

  • Amabile, T. M. (1996). Creativity in context: Update to ‘The Social Psychology of Creativity’. Boulder: Westview Press.

    Google Scholar 

  • Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management, 38, 9–44. https://doi.org/10.1177/0149206311410606.

    Article  Google Scholar 

  • Bartko, J. J. (1976). On various intraclass correlation reliability coefficients. Psychological Bulletin, 83(5), 762–765.

    Article  Google Scholar 

  • Beghetto, R. A. (2016a). Creative openings in the social interactions of teaching. Creativity: Theories-Research-Applications, 3, 261–273.

    Article  Google Scholar 

  • Beghetto, R. A. (2016b). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15, 6–23.

    Article  Google Scholar 

  • Beghetto, R. A. (in press). From static to dynamic: Toward a socio-dynamic perspective on creativity in classrooms. In I. Lebuda & V. Glaveanu (Eds.), Palgrave handbook on social creativity. London: Palgrave.

    Google Scholar 

  • Beghetto, R. A. (2018). What if? Unleashing the power of complex challenges in teaching and learning. Alexandria: ASCD.

    Google Scholar 

  • Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In M. Karwowski & J. C. Kaufman (Eds.), The creative self: Effects of self-efficacy, mindset and identity (pp. 4–24). San Diego: Academic.

    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 

  • Christakis, N. A., & Fowler, J. H. (2007). The spread of obesity in a large social network over 32 years. New England Journal of Medicine, 357(4), 370–379.

    Article  Google Scholar 

  • Christensen, A. P., Cotter, K. N., Silvia, P. J. (2018). Nomological network of openness to experience: A network analysis of four openness to experience inventories. Unpublished manuscript available at: https://osf.io/47xjp/.

  • Conner, T. S., & Silvia, P. J. (2015). Creative days: A daily diary study of emotion, personality, and everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 463–470.

    Article  Google Scholar 

  • Conner, T. S., DeYoung, C. G., & Silvia, P. J. (2018). Everyday creative activity as a path to flourishing. The Journal of Positive Psychology, 13, 181–189.

    Article  Google Scholar 

  • Corazza, G. E. (2016). Potential originality and effectiveness: The dynamic definition of creativity. Creativity Research Journal, 28, 258–267.

    Article  Google Scholar 

  • Costantini, G., Richetin, J., Preti, E., Casini, E., Epskamp, S., & Perugini, M. (2017). Stability and variability of personality networks. A tutorial on recent developments in network psychometrics. Personality and Individual Differences.

    Google Scholar 

  • D’Mello, S., Dieterle, E., & Duckworth, A. (2017). Advanced, analytic, automated (AAA) measurement of engagement during learning. Educational Psychologist, 52(2), 104–123.

    Article  Google Scholar 

  • da Costa, C. G., Zhou, Q., & Ferreira, A. I. (2018). State and trait anger predicting creative process engagement: The role of emotion regulation. Journal of Creative Behavior. https://doi.org/10.1002/jocb.236.

  • Dewey, J. (2007). The school and society. New York: Cosimo (Original work published 1899).

    Google Scholar 

  • Epskamp, S., Borsboom, D., & Fried, E. I. (2017). Estimating psychological networks and their accuracy: A tutorial paper. Behavior Research Methods, 50, 195–212.

    Article  Google Scholar 

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

    Google Scholar 

  • Froebel, F. (1887/1906). The education of man. New York: D. Appleton & Company.

    Google Scholar 

  • Gajda, A., Beghetto, R. A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250–267.

    Article  Google Scholar 

  • Getzels, J. W. (1964). Creative thinking, problem solving, and instruction. In E. R. Hilgard (Ed.), Theories of learning and instruction (pp. 240–267). Chicago: University of Chicago Pres.

    Google Scholar 

  • Gralewski, J., & Karwowski, M. (2013). Polite girls and creative boys? Students’ gender moderates accuracy of teachers’ ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304.

    Article  Google Scholar 

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

    Article  Google Scholar 

  • Guilford, J. P. (1967). Creativity and learning. In D. B. Lindsley & A. A. Lumsdaine (Eds.), Brain function, Vol. IV: Brain function and learning. Los Angeles: University of California Press.

    Google Scholar 

  • Jauk, E., Benedek, M., & Neubauer, A. C. (2014). The road to creative achievement: A latent variable model of ability and personality predictors. European Journal of Personality, 28, 95–105.

    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., & Beghetto, R. A. (2018). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts. Advanced online publication, https://doi.org/10.1037/aca0000190.

  • Karwowski, M., Han, M., & Beghetto, R. A. (accepted). Toward dynamiting the measurement of creative confidence beliefs. Psychology of Aesthetics, Creativity, and the Arts.

    Google Scholar 

  • Karwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2013). Big five personality traits as the predictors of creative self-efficacy and creative personal identity: Does gender matter? Journal of Creative Behavior, 47(3), 215–232.

    Article  Google Scholar 

  • Karwowski, M., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). From moment-to-moment to day-to-day: Experience sampling and diary investigations in adults’ everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 11, 309–324.

    Article  Google Scholar 

  • Kaufman, J. C. (2016). Creativity 101 (2nd ed.). New York: Springer Publishing Company.

    Book  Google Scholar 

  • Kennedy, M. (2005). Inside teaching: How classroom life undermines reform. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Kéri, S. (2011). Solitary minds and social capital: Latent inhibition, general intellectual functions and social network size predict creative achievements. Psychology of Aesthetics, Creativity, and the Arts, 5, 215–221.

    Article  Google Scholar 

  • McKay, A. S., Grygiel, P., & Karwowski, M. (2017). Connected to create: A social network analysis of friendship ties and creativity. Psychology of Aesthetics, Creativity, and the Arts, 11, 284–294.

    Article  Google Scholar 

  • Moreno, J. L. (1960). The sociometry reader. New York: Free Press.

    Google Scholar 

  • Navas, E. (2012). Remix theory: The aesthetics of sampling. New York: Springer.

    Book  Google Scholar 

  • O’Quin, K., & Besemer, S. (1989). The development, reliability, and validity of the revised: Creative product semantic scale. Creativity Research Journal, 2, 267–278.

    Article  Google Scholar 

  • Peirce, C. S. (1958). In A. W. Burks (Ed.), Collected papers of Charles Sanders Peirce. Cambridge, MA: The Belknap Press of Harvard University Press.

    Google Scholar 

  • Plucker, J. A., & Makel, M. C. (2010). Assessment of creativity. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 48–73). New York: Cambridge University Press.

    Chapter  Google Scholar 

  • Plucker, J., Beghetto, R. A., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83–96.

    Article  Google Scholar 

  • Preacher, K. J. (2008). Latent growth curve modeling. Thousand Oaks: Sage.

    Book  Google Scholar 

  • Reiter-Palmon, R., Beghetto, R. A., & Kaufman, J. C. (2014). Looking at creativity through a Business-Psychology-Education (BPE) Lens: The challenge and benefits of listening to each other. In E. Shiu (Ed.), Creativity research: An interdisciplinary and multidisciplinary research handbook (pp. 9–30). New York: Routledge.

    Google Scholar 

  • Renzulli, J. S., Smith, L. H., White, A. J., Callahan, C. M., & Hartman, R. K. (1976). Scales for rating the behavioral characteristics of superior students. Mansfield Center: Creative Learning Press.

    Book  Google Scholar 

  • Rothenberg, A. (2014). Flight from wonder: An investigation of scientific creativity. New York: Oxford University Press.

    Book  Google Scholar 

  • Runco, M. A., & Jaeger, G. J. (2012a). The standard definition of creativity. Creativity Research Journal, 24, 92–96.

    Article  Google Scholar 

  • Sawyer, R. K. (2012). Explaining creativity: The science of human innovation (2nd ed.). New York: Oxford University Press.

    Google Scholar 

  • 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.

    Article  Google Scholar 

  • Simonton, D. K. (2017). Defining creativity: Don’t we also need to define what is not creative? Journal of Creative Behavior, 51, 281–284.

    Google Scholar 

  • Smith, J. K., & Smith, L. F. (2017). The 1.5 criterion model of creativity: Where less is more, more or less. Journal of Creative Behavior, 51, 281–284.

    Article  Google Scholar 

  • Snijders, T., & Bosker, R. (1999). Multilevel analysis: An introduction to basic and applied multilevel analysis. London: Sage.

    Google Scholar 

  • Stein, M. I. (1953). Creativity and culture. The Journal of Psychology, 36, 311–322.

    Article  Google Scholar 

  • Tanggaard, L., & Beghetto, R. A. (2015). Ideational pathways: Toward a new approach for studying the life of ideas. Creativity: Theories— Research—Applications, 2, 129–144.

    Article  Google Scholar 

  • Torrance, E. P. (1966). The Torrance tests of creative thinking-norms-technical manual research edition-verbal tests, forms a and b-figural tests, Forms A and B. Princeton: Personnel Press.

    Google Scholar 

  • Wasserman, S., & Faust, K. (1994). Social network analysis: Methods and applications. New York: Cambridge University Press.

    Book  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Neag School of Education, University of Connecticut, Storrs, CT, USA

    Ronald A. Beghetto

  2. University of Wroclaw, Wroclaw, Poland

    Maciej Karwowski

Authors
  1. Ronald A. Beghetto
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Maciej Karwowski
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ronald A. Beghetto .

Editor information

Editors and Affiliations

  1. Neag School of Education, University of Connecticut, Storrs, CT, USA

    Ronald A. Beghetto

  2. Marconi Institute for Creativity, University of Bologna, Bologna, Italy

    Giovanni Emanuele Corazza

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Beghetto, R.A., Karwowski, M. (2019). Unfreezing Creativity: A Dynamic Micro-longitudinal Approach. In: Beghetto, R.A., Corazza, G.E. (eds) Dynamic Perspectives on Creativity. Creativity Theory and Action in Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-99163-4_2

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-99163-4_2

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-99162-7

  • Online ISBN: 978-3-319-99163-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation