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From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes, Growth Mindset, and Creative Achievement

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Title: From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes, Growth Mindset, and Creative Achievement
Language: English
Authors: Li, Pin, Zhang, Zhitian Skylor, Zhang, Yanna, Zhang, Jia, Nunez, Miguelina, Shi, Jiannong
Source: Journal of Creative Behavior. Mar 2021 55(1):199-214.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 16
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Creativity, Achievement, Correlation, Stereotypes, Beliefs, Undergraduate Students, Student Motivation, Student Development, Positive Attitudes, Education Majors, Foreign Countries
Geographic Terms: China
DOI: 10.1002/jocb.446
ISSN: 0022-0175
Abstract: Research has demonstrated that implicit theories of creativity are crucial in shaping an individual's behavior and real-life decisions toward being creative. The present study proposed and examined the underlying mechanisms of how two kinds of implicit theories--the growth mindset of the creative self and the stereotype of creative others--are associated with creative achievements through the mediating role of creativity motivation. Participants were 606 undergraduate students who were enrolled in an education major in two universities in China. Overall, the study found that Chinese students held a positive image toward a creative student, regarding him or her as highly competent, warm, and popular. Student perceptions of a creative other were positively related to their growth mindset of creativity. Moreover, results verified both the mediating role of creativity motivation on growth mindset, as well as the effect of positive stereotyping of the creative other on students' creative achievement. These findings point to promising creativity motivation strategies including the cultivation of a malleable view of creativity and of creative role models, that may, in turn, promote creative achievement by encouraging students to do, learn, and accomplish new things.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1288366
Database: ERIC
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Research has demonstrated that implicit theories of creativity are crucial in shaping an individual's behavior and real-life decisions toward being creative. The present study proposed and examined the underlying mechanisms of how two kinds of implicit theories--the growth mindset of the creative self and the stereotype of creative others--are associated with creative achievements through the mediating role of creativity motivation. Participants were 606 undergraduate students who were enrolled in an education major in two universities in China. Overall, the study found that Chinese students held a positive image toward a creative student, regarding him or her as highly competent, warm, and popular. Student perceptions of a creative other were positively related to their growth mindset of creativity. Moreover, results verified both the mediating role of creativity motivation on growth mindset, as well as the effect of positive stereotyping of the creative other on students' creative achievement. These findings point to promising creativity motivation strategies including the cultivation of a malleable view of creativity and of creative role models, that may, in turn, promote creative achievement by encouraging students to do, learn, and accomplish new things.
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      – SubjectFull: Achievement
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