Thinking Divergently and Finding a Flow: Does a Supportive School Setting Matter?

• In Event: 72.050 - Poster Session 17
  In Poster Session: 72.050-6 - Giftedness and Creativity

Abstract

In this study we investigated the role that student perception of support for creativity and openness in the school environment plays on creative self-efficacy, divergent thinking, and flow in learning. We explored models with both cross-sectional data and data collected during the fall and spring of a single school year. We evaluated models’ construct validity, direct effects of support for creativity and openness on divergent thinking and flow in learning, and indirect effects through creative self-efficacy. We found direct effects of support for creativity and support for openness on divergent thinking and flow in learning but no indirect effects through creative self-efficacy. Results suggest strategies that develop student openness may support student's achieving a state of flow in their learning.

Authors

• Ross C Anderson, Educational Policy Improvement Center

• Christine Pitts, University of Oregon