Keep Driving to the End: Use Creative Process to Support Student Self-Regulated Learning (Poster 5)

• In Event: AERA Poster Session Wednesday 12:40 p.m.
  In Poster Session: Research on Giftedness, Creativity, and Talent SIG Roundtable Poster Session

Abstract

This study examines how the creative process influences students' self-regulated learning within a secondary school context in Hong Kong. The research integrates stages of the creative process with SRL frameworks to analyze the effects on students' cognitive, metacognitive, motivational, and behavioral abilities. Thirty ninth-grade students participated in a six-week creative writing project, and data were collected through interviews and classroom observations. The findings indicate that specific stages of the creative process primarily influence students' self-regulation abilities through cognitive, metacognitive, motivational, and behavioral factors. Two types of relationships were identified regarding the impact of the creative process on students' SRL abilities: positive promotion and negative promotion.

Authors

• Wen SHAO, University of Hong Kong

• Xianhan Huang, The Education University of Hong Kong

• Mingyao Sun, Hong Kong Polytechnic University

• Shiyu Zhang, University of Hong Kong

• Chan Wang, The Chinese University of Hong Kong