Psychology of Aesthetics, Creativity and the Arts This is an RSS file. You can use it to subscribe to this data in your favourite RSS reader or to display this data on your own website or blog.

Toward dynamizing the measurement of creative confidence beliefs.
Creativity researchers have typically assessed creative confidence beliefs (i.e., confidence to think and act creatively) using static, domain-general measures. In this article, we report on two studies that illustrate how more dynamic, task-specific, and microlongitudinal approaches can offer new insights into the nature of these beliefs. More specifically, Study 1 demonstrates how using dynamic and task-specific measures can help researchers clarify predictors of creative confidence, test mediational models, and identify factors associated with different categories in the accuracy of creative confidence beliefs. Study 2 ...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Self-assessments of creativity: Not ideal, but better than you think.
Creativity self-assessments (CSAs) are frequently used in empirical research. However, they are often chosen for the sake of expediency. If used as outcome variables, there are legitimate concerns with their accuracy or validity. However, CSAs are most valuable when serving other purposes. In this review, I establish a categorization of CSAs based on their primary focus: Activities, Evaluation, Process, and Beliefs. I give a brief description and some examples of each type. Finally, I highlight specific instances of how CSAs can offer information and insights beyond performance-based measures. (PsycINFO Database Record (c)...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Applying many-facet Rasch modeling in the assessment of creativity.
Creativity assessment with open-ended production tasks relies heavily on scoring the quality of a subject’s ideas. This creates a faceted measurement structure involving persons, tasks (and ideas within tasks), and raters. Most studies, however, do not model possible systematic differences among raters. The present study examines individual rater differences in the context of a planned-missing design and its association with reliability and validity of creativity assessments. It applies the many-facet Rasch model (MFRM) to model and correct for these differences. We reanalyzed data from 2 studies (Ns = 132 and 298) where...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Judge response theory? A call to upgrade our psychometrical account of creativity judgments.
The Consensual Assessment Technique (CAT)—more generally, using product creativity judgments—is a central and actively debated method to assess product and individual creativity. Despite a constant interest in strategies to improve its robustness, we argue that most psychometric investigations and scoring strategies for CAT data remain constrained by a flawed psychometrical framework. We first describe how our traditional statistical account of multiple judgments, which largely revolves around Cronbach’s α and sum/average scores, poses conceptual and practical problems—such as misestimating the construct of intere...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

A scattered CAT: A critical evaluation of the consensual assessment technique for creativity research.
This article explores gaps in the research by reviewing CAT and creativity literature and aims to explore to what extent the creativity research community needs to revisit and reflect on the CAT and solidify protocols for its implementation. The conclusion highlights the need for new debate and a program of research to clarify, evidence, and harmonize CAT methodology while simultaneously preserving the CAT’s flexibility. This would enable the development and sophistication of the CAT, including possible new assistive technologies, to further strengthen its use within the science of creativity. (PsycINFO Database Record (...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Divergent thinking: New methods, recent research, and extended theory.
This article reviews research on divergent thinking (DT) and the new methods that have recently been developed. Special attention is given to the theory of Literal DT, where creative cognition does in fact branch out and diverge rather than follow linear pathways. Even more attention is given to the growing research showing the value of computerized testing and scoring of DT tasks. We revisit some of the major issues around DT tasks and explore possible solutions that have emerged from new and classic works. A few pitfalls while testing DT are noted in this review and connections made to how the research supports the valid...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Scoring divergent thinking tests: A review and systematic framework.
Divergent thinking tests are often used in creativity research as measures of creative potential. However, measurement approaches across studies vary to a great extent. One facet of divergent thinking measurement that contributes strongly to differences across studies is the scoring of participants’ responses. Most commonly, responses are scored for fluency, flexibility, and originality. However, even with respect to only one dimension (e.g., originality), scoring decisions vary extensively. In the current work, a systematic framework for practical scoring decisions was developed. Scoring dimensions, instruction-scoring ...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Creativity measurement in undergraduate students from 1984–2013: A systematic review.
We present previous reviews that show an increasing interest in creativity research and the measures used in creativity assessment. Four questions guided our analyses: (a) What measures have been used to study creativity?; (b) What is the prevalence of creativity measures in studies published in different types of journals?; (c) What are the most prevalent key terms used in respect to creativity in these studies?; and (d) How is creativity used as variables (e.g., dependent vs. independent)? The initial database search produced 3,993 resulting articles; after applying our inclusion and exclusion criteria, we narrowed the s...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Creativity assessment: Pitfalls, solutions, and standards.
This is an introduction to the special issue “Creativity Assessment: Pitfalls, Solutions, and Standards.” This special issue (SI) provides a much-needed critical review of current practice in creativity assessment and existing measures, outlining common pitfalls, while suggesting important guidelines and standards for best practice in creativity research and directions for the field. After a general overview of common assessment practice in the field (Snyder, Hammond, Grohman, & Katz-Buonincontro, 2019), several contributions in this SI address challenges and new developments regarding the measurement of divergent thin...
Source: Psychology of Aesthetics, Creativity and the Arts - April 15, 2019 Category: Psychiatry & Psychology Source Type: research

Selection into, and academic benefits from, middle school dance elective courses among urban youth.
Although research shows associations between adolescents general arts involvement and academic performance, little research documents links between enrollment in middle school dance elective courses and academic achievement, especially within low-income, urban populations. Further, differences between adolescents who do and do not have access to, or self-select into, middle school dance electives have yet to be identified. We prospectively followed a large (n = 31,332), ethnically diverse sample of children from preschool through 8th grade in Miami, Florida. About 7% of adolescents enrolled in a dance elective course at so...
Source: Psychology of Aesthetics, Creativity and the Arts - April 11, 2019 Category: Psychiatry & Psychology Source Type: research

Navigating creative paradoxes: Exploration and exploitation effort drive novelty and usefulness.
In this study, we examine how people manage 3 such paradoxical tensions (specifically, learning—performance, exploration–exploitation, and novelty–usefulness) when developing creative products. Drawing upon achievement goal theory and theories of self-regulation, we hypothesized that the effects of goal orientations on creativity would be mediated by exploratory effort and exploitative effort. These hypotheses were tested using a sample of 119 undergraduate students. Participants completed 5 sessions of a complex task—an adaptation of the marshmallow challenge (Wujec, 2010)—requiring the development of structures...
Source: Psychology of Aesthetics, Creativity and the Arts - April 11, 2019 Category: Psychiatry & Psychology Source Type: research

Motivational processes that support arts participation: An examination of goal orientations and aspirations.
In- and out-of-school participation in the arts has been shown to be positively associated with students’ academic and nonacademic outcomes. Despite this finding, little work has examined the motivational processes that underpin arts participation, either as separate types (e.g., active vs. receptive) or as an overarching factor. However, given the positive outcomes linked with arts participation, there may be yields in examining the motivational processes that foster arts participation over time. The present investigation drew on possible selves and growth-oriented conceptualizing to examine one such motivational proces...
Source: Psychology of Aesthetics, Creativity and the Arts - April 8, 2019 Category: Psychiatry & Psychology Source Type: research

Learning to see by learning to draw: A longitudinal analysis of the relationship between representational drawing training and visuospatial skill.
A growing body of correlational research has revealed systematic relationships between various aspects of visuospatial processing and representational drawing ability. However, very few studies have sought to examine the longitudinal development of the relation between drawing and visuospatial ability. The current investigation explored change in drawing and visuospatial skill in art students taking a foundational drawing course (N = 42) in a longitudinal design. Measures of representational drawing skill, dispositional traits, and visuospatial skill were taken at three time points over the course of 5 months. The findings...
Source: Psychology of Aesthetics, Creativity and the Arts - April 8, 2019 Category: Psychiatry & Psychology Source Type: research

Task instructions influence the effects of impaired self-control on creative cognition.
Theoretical explanations of the relationship between creativity and self-control most often suggest a directional relationship whereby self-control influences creative processes. Controlled experiments testing this assertion have provided conflicting findings, which may stem from systematic differences in the administration and scoring of the divergent thinking tasks employed. The current study was conducted to examine the effects of ego depletion on different components of divergent thinking as a function of task instruction. Participants (N = 152) were randomly assigned to one of six conditions, based on a Depletion (ego...
Source: Psychology of Aesthetics, Creativity and the Arts - April 4, 2019 Category: Psychiatry & Psychology Source Type: research

Measuring self-regulated learning during creative problem-solving with SRL microanalysis.
This study utilized a task-specific, structured interview (microanalysis) to examine self-regulated learning (SRL; e.g., self-efficacy, strategic planning, strategy use, and self-evaluation) while students engaged in a creative problem-solving task. Participants included 58 fifth and sixth graders. Regressions examined the variance explained by SRL processes in relation to four creative performance outcomes including fluency (i.e., number of solutions generated), flexibility (i.e., number of categories of solutions generated), originality (i.e., uniqueness of the answer), and usefulness (i.e., quality of response). Results...
Source: Psychology of Aesthetics, Creativity and the Arts - March 7, 2019 Category: Psychiatry & Psychology Source Type: research