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Triangulating Creativity: Examining Discrepancies Across Self-Rated, Quasi-Expert-Rated and Verbalized Creativity in Arts-based Learning
Journal article   Peer reviewed

Triangulating Creativity: Examining Discrepancies Across Self-Rated, Quasi-Expert-Rated and Verbalized Creativity in Arts-based Learning

Jen Katz-Buonincontro, Richard Hass and Elaine Perignat
The Journal of creative behavior, v 54(4), pp 948-963
01 Dec 2020
DOI: https://doi.org/10.1002/jocb.424
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Psychology Psychology, Educational Social Sciences
This convergent mixed methods study examined the triangulation of self-rated, quasi-expert-rated and verbalized creativity in students enrolled in a year-long photography program. The quantitative data included self-report scales in creativity, and ratings of creativity in students' photography. The qualitative data included student interviews reflecting on their photographs and verbalizing their beliefs about creativity. The data were first analyzed separately and then merged for analysis to determine possible relationships between these three data sources. Merging quantitative and qualitative data highlighted two key discrepancies between students' actual creative performance and their perceptions as creative individuals. Possible explanations of these disceprancies are discussed in light of research on creative self-efficacy and creative mindsets.

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12 Record Views
10 citations in Web of Science
9 citations in Scopus

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UN Sustainable Development Goals (SDGs)

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#4 Quality Education

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Collaboration types
Domestic collaboration
Web of Science research areas
Psychology, Educational
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