An Exploratory Study Investigating the Mind-Sets–Performance Link in Students' Creativity

• In Event: Defining, Measuring, and Improving Creativity in Gifted Education

Abstract

The purpose of this study was to evaluate the relationship between creative mindsets, the belief in creativity as fixed or learnable, and creative performance in a sample of 113 college students. Creative mindset studies are relatively new in the area of creativity, and as such there is only limited research. Creativity was measured using two tasks, a divergent thinking task and a creative problem-solving task. We also evaluated creative self-efficacy due to significant past research on its relationship with creativity, as well as relationship with creative mindsets. Inconsistent results were found in the relationship between growth and fixed mindsets of creativity, creative self-efficacy, and the different measures of creativity. Implications for education, understanding of creativity, and future research are discussed.

Authors

• Jen Katz-Buonincontro, Drexel University

• Richard Hass, Thomas Jefferson University

• Roni Reiter-Palmon, University of Nebraska - Omaha