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Effects of the educationists' implicit theories of creativity on its evaluation by means of the idiosyncratic creativity contents constellations

Željko Rački   ORCID icon orcid.org/0000-0001-8478-4698 ; J.J. Strossmayer University, Osijek, Croatia

Puni tekst: hrvatski, pdf (421 KB) str. 158-158 preuzimanja: 265* citiraj
APA 6th Edition
Rački, Ž. (2015). Učinci implicitnih teorija edukatora o kreativnosti na njenu evaluaciju pomoću idiosinkratskih konstelacija sadržaja kreativnosti. Suvremena psihologija, 18 (2), 158-158. Preuzeto s https://hrcak.srce.hr/169810
MLA 8th Edition
Rački, Željko. "Učinci implicitnih teorija edukatora o kreativnosti na njenu evaluaciju pomoću idiosinkratskih konstelacija sadržaja kreativnosti." Suvremena psihologija, vol. 18, br. 2, 2015, str. 158-158. https://hrcak.srce.hr/169810. Citirano 31.07.2021.
Chicago 17th Edition
Rački, Željko. "Učinci implicitnih teorija edukatora o kreativnosti na njenu evaluaciju pomoću idiosinkratskih konstelacija sadržaja kreativnosti." Suvremena psihologija 18, br. 2 (2015): 158-158. https://hrcak.srce.hr/169810
Harvard
Rački, Ž. (2015). 'Učinci implicitnih teorija edukatora o kreativnosti na njenu evaluaciju pomoću idiosinkratskih konstelacija sadržaja kreativnosti', Suvremena psihologija, 18(2), str. 158-158. Preuzeto s: https://hrcak.srce.hr/169810 (Datum pristupa: 31.07.2021.)
Vancouver
Rački Ž. Učinci implicitnih teorija edukatora o kreativnosti na njenu evaluaciju pomoću idiosinkratskih konstelacija sadržaja kreativnosti. Suvremena psihologija [Internet]. 2015 [pristupljeno 31.07.2021.];18(2):158-158. Dostupno na: https://hrcak.srce.hr/169810
IEEE
Ž. Rački, "Učinci implicitnih teorija edukatora o kreativnosti na njenu evaluaciju pomoću idiosinkratskih konstelacija sadržaja kreativnosti", Suvremena psihologija, vol.18, br. 2, str. 158-158, 2015. [Online]. Dostupno na: https://hrcak.srce.hr/169810. [Citirano: 31.07.2021.]

Sažetak
Behaviorally operationalized creativity in children and its validity in the educational psychologists’, students’ and teachers’ ratings, while taking into account the effects of their implicit theories of creativity, were assessed in this study. The initial pool of behaviors displayed by children was rated by nine educational psychologists on prototypicality
for creativity. The psychology students rated whether behaviors were representative of artistic, scientific or everyday creativity. Based on the rated creativity, the behaviors were divided into quintiles and arranged into 64 behavior groups. Three groups of students from the Faculty of Education (n = 147) rated all the behavior groups
on creativity, from low to high. The instructions given to the raters differed; the first student group rated the behavior groups labeled as Children, the second student group rated the behavior groups labeled as Girls and the third group as Boys. The primary school teachers (n = 18) rated the same behavior groups labeled as Pupils. The
results displayed the convergence of the educational psychologists’, the teachers’ and the students’ ratings of the creativity of behavior groups (r ≥ .9), with more weight in implicit theories of creativity given to the arts. The research findings are discussed regarding the ecological validity of creativity operationalization and measurement as
a set of behaviors of predefined characteristics in the educational setting.

Ključne riječi
creativity in children; implicit theories; domain specificity; art bias

Hrčak ID: 169810

URI
https://hrcak.srce.hr/169810

[hrvatski]

Posjeta: 551 *