Measuring the Creative Process: Examining a Self-Regulated Learning Microanalysis Protocol for Creative Problem Solving

• In Event: Poster Session 4
  In Poster Session: Assessment, Motivation, and Self-Regulated Learning

Abstract

The authors utilized a task-specific, structured interview (SRL microanalysis) to examine SRL (i.e., self-efficacy, interest, strategic planning, strategy use, and self-evaluation) while students engaged in a creative problem solving task. Within this protocol, a new variation on prior microanalytic measures of strategic planning (Strategic-Planning-Stuck) was piloted to directly target plans to address a challenging situation. Participants included 58 fifth and sixth grade students. Regressions examined the variance explained by SRL processes for two creative performance outcomes (Creative-Fluency: number of solutions generated and Creative-Flexibility: number of categories of solutions generated). After controlling for prior academic achievement, Self-Efficacy, Strategic-Planning, and Strategic-Planning-Stuck explained a significant amount of unique variation in Creative-Fluency (7.1%, 8.4%, and 11%) and Creative-Flexibility (7.2%, 10%, and 5.6%), respectively.

Authors

• Gregory L. Callan, Ball State University

• Lisa DaVia Rubenstein, Ball State University

• John McCall, Ball State University

• Lisa Marie Ridgley, Ball State University