REPOZYTORIUM UNIWERSYTETU
W BIAŁYMSTOKU
UwB

Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20009
Pełny rekord metadanych
Pole DCWartośćJęzyk
dc.contributor.authorZielińska, Aleksandra-
dc.date.accessioned2026-04-07T09:22:10Z-
dc.date.available2026-04-07T09:22:10Z-
dc.date.issued2020-
dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 7, Issue 1, 2020, pp. 208-229pl
dc.identifier.issn2354-0036-
dc.identifier.urihttp://hdl.handle.net/11320/20009-
dc.description.abstractSpontaneous creative activity among adolescents has been overlooked in creativity literature. This article overviews everyday creativity in adolescence, with a focus on medium-and-long term creative projects conducted in- and out-of-school. Almost one thousand Polish adolescents provided quite detailed descriptions of their creative projects conducted within the last year. These activities were classified, with a particular focus on multiple micro-domains. Students most often described creative behaviors performed outside of school as compared to school-related activities. Likelihood of engaging in creativity within different domains as well as the level of creativity were linked to participants’ creative self-concept, creative mindsets, and personality. Limitations and future directions are discussed.pl
dc.description.sponsorshipThis study was possible thanks to a grant from the National Science Centre (UMO-2016/22/E/HS6/00118).pl
dc.language.isoenpl
dc.publisherUniversity of Białystokpl
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 3.0 License-
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/3.0/-
dc.subjectEveryday creativitypl
dc.subjectLittle-c creativitypl
dc.subjectAdolescentspl
dc.subjectSchoolpl
dc.subjectDomain-specificitypl
dc.titleMapping Adolescents’ Everyday Creativitypl
dc.typeArticlepl
dc.rights.holder© 2020 Aleksandra Zielińska, published by University of Białystokpl
dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.pl
dc.identifier.doi10.2478/ctra-2020-0012-
dc.description.Emailaleksandra.zielinska26@gmail.compl
dc.description.AffiliationUniversity of Wrocław, Polandpl
dc.description.referencesAgars, M.D., Baer, J., & Kaufman, J.C. (2005). The many creativities of business and the APT Model of creativity. Korean Journal of Thinking & Problem Solving, 15, 133-142.pl
dc.description.referencesAgnoli, S., Runco, M.A., Kirsch, C., & Corazza G.E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment. Thinking Skills and Creativity, 28, 167-176. https://doi.org/10.1016/j.tsc.2018.05.005pl
dc.description.referencesBaer, J., & Kaufman, J.C. (2005). Bridging generality and specificity: The Amusement Park Theoretical (APT) Model of creativity. Roeper Review, 27, 158-163. https://doi.org/10.1080/02783190509554310pl
dc.description.referencesBarbot, B. (2020). Creativity and self‐esteem in adolescence: A study of their domain-specific, multivariate relationships. The Journal of Creative Behavior, 54(2), 279-292. https://doi.org/10.1002/jocb.365pl
dc.description.referencesBarron, F. (1972). Artists in the making. Seminar Press.pl
dc.description.referencesBarron, F. (1988). Putting creativity to work. In R.J. Sternberg (Ed.). Nature of creativity: Contemporary psychological perspectives (pp. 76-98). Cambridge University Press. https://doi.org/10.1002/acp.2350040207pl
dc.description.referencesBatey, M. (2012). The measurement of creativity: From definitional consensus to the introduction of a new heuristic framework. Creativity Research Journal, 24(1), 55-65. http://doi.org/10.1080/10400419.2012.649181pl
dc.description.referencesBeghetto, R.A. (2007). Ideational code-switching: Walking the talk about supporting student creativity in the classroom. Roeper Review, 29, 265-270. https://doi.org/10.1080/02783190709554421pl
dc.description.referencesBeghetto, R.A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15, 6-23. http://doi.org/10.1891/1945-8959.15.1.6pl
dc.description.referencesBeghetto, R.A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In M. Karwowski & J.C. Kaufman (Eds.). The creative self: Effect of beliefs, self-efficacy, mindset, and identity (3-22). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00001-7pl
dc.description.referencesBeghetto, R.A., & Kaufman, J.C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73-79. https://doi.org/10.1037/1931-3896.1.2.73pl
dc.description.referencesBeghetto, R.A., & Kaufman, J.C. (2014). Classroom contexts for creativity. High Ability Studies, 25, 53-69. https://doi.org/10.1080/13598139.2014.905247pl
dc.description.referencesBeghetto, R.A., & Plucker, J.A. (2006). The relationship among schooling, learning, and creativity: “All roads lead to creativity” or “You can’t get there from here?” In J. C. Kaufman & J. Bear (Eds.) Creativity and Reason in Cognitive Development (316-332). Cambridge University Press. https://doi.org/10.1017/CBO9780511606915.019pl
dc.description.referencesCarson, S.H., Peterson, J.B., & Higgins, D.M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17(1), 37-50. https://doi.org/10.1207/s15326934crj1701_4pl
dc.description.referencesConner, T.S., & Silvia, P.J. (2015). Creative days: A daily diary study of emotion, personality, and everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 463-470. https://doi.org/10.1037/aca0000022pl
dc.description.referencesCraft, A. (2001). Little c Creativity. In A. Craft, R. Jeffrey, & M. Leibling (Eds.), Creativity in education (pp. 45-61). Continuum.pl
dc.description.referencesCropley, A.J. (1990). Creativity and mental health in everyday life. Creativity Research Journal, 3(3), 167-178. https://doi.org/10.1080/10400419009534351pl
dc.description.referencesCzerwonka, M., & Karwowski, M. (2018). The order matters: Asking about creative activity calibrates creative self-concept, Creativity Research Journal, 30(2), 179-186. https://doi.org/10.1080/10400419.2018.1446499pl
dc.description.referencesFlach, F. (1990). Disorders of the pathways involved in the creative process. Creativity Research Journal, 3(2), 158-165. https://doi.org/10.1080/10400419009534349pl
dc.description.referencesFreund, P.A., & Holling, H. (2008). Creativity in the classroom: A multilevel analysis investigating the impact of creativity and reasoning ability on GPA. Creativity Research Journal, 20, 309-318. https://doi.org/10.1080/10400410802278776pl
dc.description.referencesGajda, A., Beghetto, R.A., & Karwowski, M. (2017a). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250-267. http://doi.org/doi:10.1016/j.tsc.2017.04.002pl
dc.description.referencesGajda, A., Karwowski, M., & Beghetto, R.A. (2017b). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269-299. https:// doi.org/10.1037/edu0000133pl
dc.description.referencesGosling, S.D., Rentfrow, P.J., & Swann, W.B.Jr. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37, 504-528. https://doi.org/10.1016/S0092-6566(03)00046-1pl
dc.description.referencesGralewski, J., & Karwowski, M. (2016). Are teachers’ implicit theories of creativity related to the recognition of their students’ creativity? Journal of Creative Behavior, 52, 156-167. https://doi.org/10.1002/jocb.140pl
dc.description.referencesGralewski, J., & Karwowski, M. (2019). Are teachers’ ratings of students’ creativity related to students’ divergent thinking? A meta-analysis. Thinking Skills and Creativity, 33, 100583. https://doi.org/10.1016/j.tsc.2019.100583pl
dc.description.referencesGuilford, J.P. (1967). Creativity: Yesterday, today: and tomorrow. Journal of Creative Behavior, 1, 3-14. https://doi.org/10.1002/j.2162-6057.1967.tb00002.xpl
dc.description.referencesHughes, G. & Wilson, C. (2017). From transcendence to general maintenance: Exploring the creativity and well-being dynamic in higher education. In Reisman, F. (Ed.), Creativity, Innovation and Well-being (pp. 23-65). KIE Conference Publications. http://hdl.handle.net/10545/621907pl
dc.description.referencesIvcevic, Z. (2007). Artistic and everyday creativity: An act-frequency approach. The Journal of Creative Behavior, 41(4), 271-290. https://doi.org/10.1002/j.2162-6057.2007.tb01074.xpl
dc.description.referencesIvcevic, Z., & Mayer, J.D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21(2-3), 152-165. https://doi.org/10.1080/10400410902855259pl
dc.description.referencesIvcevic, Z., & Nusbaum, E.C. (2017). From having an idea to doing something with it: Self regulation for creativity. In M. Karwowski & J.C. Kaufman (Eds.), The Creative Self: Effects of beliefs, self-efficacy, mindset, and identity (343-365). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00020-0pl
dc.description.referencesKarwowski, M. (2012). Did curiosity kill the cat? Relationship between trait curiosity, creative self-efficacy and creative personal identity. Europe’s Journal of Psychology, 8(4), 547-558. https://doi.org/10.5964/ejop.v8i4.513pl
dc.description.referencesKarwowski, M. (2014). Creative mindset: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62-70. https://doi.org/10.1037/a0034898pl
dc.description.referencesKarwowski, M. (2016). The dynamics of creative self-concept: Changes and reciprocal relations between creative self-efficacy and creative personal identity. Creativity Research Journal, 28(1), 99-104. https://doi.org/10.1080/10400419.2016.1125254pl
dc.description.referencesKarwowski, M., & Barbot, B. (2016). Creative self-beliefs: Their nature, development, and correlates. In J.C. Kaufman & J. Baer (Eds.), Current perspectives in social and behavioral sciences. Creativity and reason in cognitive development (302-326). Cambridge University Press. https://doi.org/10.1017/CBO9781139941969.016pl
dc.description.referencesKarwowski, M., & Beghetto, R.A. (2019). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402-415. https://doi.org/10.1037/aca0000190pl
dc.description.referencesKarwowski, M., Czerwonka, M., Brzeski, A., & Firkowska-Mankiewicz, A. (2018). Potential is not enough: On the relations between abilities, activity, and creative achievement. Przegląd Psychologiczny, 61(3), 385-403.pl
dc.description.referencesKarwowski, M., Jankowska, D. M., Brzeski, A., Czerwonka, M., Gajda, A., Lebuda, I., & Beghetto, R.A. (2020). Delving into creativity and learning. Creativity Research Journal, 32(1), 4-16. https://doi.org/10.1080/10400419.2020.1712165pl
dc.description.referencesKarwowski, M., Lebuda, I., & Beghetto, R. (2019a). Creative self-beliefs. In J. Kaufman & R. Sternberg (Eds.), The Cambridge Handbook of Creativity. Cambridge Handbooks in Psychology (396-418). Cambridge University Press. https://doi.org/10.1017/9781316979839.021pl
dc.description.referencesKarwowski, M., Lebuda, I., Szumski, G., & Firkowska-Mankiewicz, A. (2017). From moment-to-moment to day-to-day: Experience sampling and diary investigations in adults’ everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 11(3), 309-324. https://doi.org/10.1037/aca0000127pl
dc.description.referencesKarwowski, M., Lebuda, I., & Wisniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The Journal of Creativity and Problem Solving, 28, 45-57.pl
dc.description.referencesKarwowski, M., Lebuda, I., Wisniewska, E., & Gralewski, J. (2013). Big Five personality factors as the predictors of creative self-efficacy and creative personal identity: Does gender matter. Journal of Creative Behavior, 47, 215-232. https://doi.org/10.1002/jocb.32pl
dc.description.referencesKarwowski, M., Royston, R.P., & Reiter-Palmon, R. (2019b). Exploring creative mindsets: Variable and person-centered approaches. Psychology of Aesthetics, Creativity, and the Arts, 13(1), 36-48. https://doi.org/10.1037/aca0000170pl
dc.description.referencesKaufman, J.C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298-308. https://doi.org/10.1037/a0029751pl
dc.description.referencesKaufman, J.C. (2019). Self-assessments of creativity: Not ideal, but better than you think. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 187-192. https://doi.org/10.1037/aca0000217pl
dc.description.referencesKaufman, J.C. (2020). Creative Behaviors Across Domains Scale. Unpublished manuscript.pl
dc.description.referencesKaufman, J.C., & Beghetto, R. (2009). Beyond big and little: The Four C Model of creativity. Review of General Psychology, 13(1), 1-12. https://doi.org/10.1037/a0013688pl
dc.description.referencesKaufman, J.C., Beghetto, R.A., & Watson, C. (2015). Creative metacognition and self-ratings of creative performance: a 4-C perspective. Learning and Individual Differences, 51, 394-399. https://doi.org/10.1016/j.lindif.2015.05.004pl
dc.description.referencesLubart, T.I. (1994). Creativity. In R.J. Sternberg (Ed.), Handbook of perception and cognition. Thinking and problems solving (2nd ed., pp. 289-332). Academic Press. https:// doi.org/10.1016/B978-0-08-057299-4.50016-5pl
dc.description.referencesMaslow, A.H. (1971). The farther reaches of human nature. Arkana/Penguin Books.pl
dc.description.referencesMcKay, A.S., Karwowski, M., & Kaufman, J.C. (2016). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 1(2), 216-230. https://doi.org/10.1037/aca0000074pl
dc.description.referencesPennebaker, J.W., Kiecolt-Glaser, J.K., & Glaser, R. (1988). Disclosure of traumas and immune function: Health implications for psychotherapy. Journal of Consulting and Clinical Psychology, 56(2), 239-245. https://doi.org/10.1037/0022-006X.56.2.239pl
dc.description.referencesPlucker, J.A. (2004). Generalization of creativity across domains: Examination of the method effect hypothesis. Journal of Creative Behavior, 38, 1-12. https:// doi.org/10.1002/j.2162-6057.2004.tb01228.xpl
dc.description.referencesPlucker, J., Beghetto, R., & Dow, G. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39, 83-96. https://doi.org/10.1207/s15326985ep3902_1pl
dc.description.referencesRichards, R. (1998). When illness yields creativity. In M. Runco & R. Richards (Eds.), Eminent creativity, everyday creativity, and health (pp. 485-540). Ablex.pl
dc.description.referencesRichards, R. (2007). Everyday creativity: Our hidden potential. In R. Richards (Ed.), Everyday creativity and new views of human nature: Psychological, social, and spiritual perspectives (pp. 25-53). American Psychological Association. https://doi.org/10.1037/11595-001pl
dc.description.referencesRichards, R. (2010). Everyday creativity: Process and way of life - Four key issues. In J. C. Kaufman & R. J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 189-215). Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.013pl
dc.description.referencesRipple, R.E. (1977). Communication, education, and creativity. Contemporary Educational Psychology, 2, 219-231. https://doi.org/10.1016/0361-476X(77)90024-8pl
dc.description.referencesRipple, R.E. (1989). Ordinary creativity. Contemporary Educational Psychology, 14(3), 189-202. https://doi.org/10.1016/0361-476X(89)90009-Xpl
dc.description.referencesRubenstein, L.D., Callan, G.L., & Ridgley, L.M. (2018). Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research. Educational Psychology Review, 30, 921-945. https://doi.org/10.1007/s10648-017-9431-5pl
dc.description.referencesRunco, M. (2011). Implicit theories. In M. A. Runco & S.R. Pritzker (Eds.), Encyclopedia of Creativity (2nd ed., pp. 644-646). Academic Press. https://doi.org/10.1016/B978-0-12-375038-9.00119-9pl
dc.description.referencesRunco, M.A. (2004). Everyone has creative potential. In R.J. Sternberg, E.L. Grigorenko, & J.L. Singer (Eds.), Creativity: From potential to realization (pp. 21-30). American Psychological Association. https://doi.org/10.1037/10692-002pl
dc.description.referencesRunco, M.A., & Bahleda, M.D. (1986). Implicit theories of artistic, scientific, and everyday creativity. The Journal of Creative Behavior, 20(2), 93-98. https://doi.org/10.1002/j.2162-6057.1986.tb00423.xpl
dc.description.referencesRunco, M.A., Acar, S., Campbell, W.K., Jaeger, G., McCain, J., & Gentile, B. (2016). Comparisons of the creative class and regional creativity with perceptions of community support and community barriers. Business Creativity and the Creative Economy, 2, 24-32. https://doi.org/10.18536/bcce.2016.10.2.1.08pl
dc.description.referencesRunco, M.A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249. https://doi.org/10.1016/j.tsc.2017.04.003pl
dc.description.referencesSawyer, R.K. (2012). Explaining creativity: The science of human innovation (2nd ed.). Oxford University Press.pl
dc.description.referencesSharma, R. (2009). Effect of school and home environments on creativity of children. Asian Journal of Psychology and Education, 6(1), 187-196.pl
dc.description.referencesSilvia, P.J., Kaufman, J.C., & Pretz, J.E. (2009). Is creativity domain-specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3(3), 139-148. https://doi.org/10.1037/a0014940pl
dc.description.referencesSilvia, P.J., Wigert, B., Reiter-Palmon, R., & Kaufman, J.C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19-34. https://doi.org/10.1037/a0024071pl
dc.description.referencesSimonton, D.K. (1997). Creative productivity: A predictive and explanatory model of career trajectories and landmarks. Psychological Review, 104, 66-89. https://doi.org/10.1037/0033-295X.104.1.66pl
dc.description.referencesSorokowska, A., Słowinska A., Zbieg A., & Sorokowski, P. (2014). Polska adaptacja testu Ten Item Personality Inventory (TIPI) - TIPI-PL - wersja standardowa i internetowa. [Polish adaptation of the Ten Item Personality Inventory (TIPI) - TIPI-PL - standard and internet version]. Wroclaw: WrocLab. https://doi.org/10.13140/2.1.4811.5521pl
dc.description.referencesUszyńska-Jarmoc, J., & Kunat, B. (2019). Students and teachers implicit and explicit theories of creativity. Creativity. Theories - Research - Applications, 6(2), 223-249. https://doi.org/10.1515/ctra-2019-0013pl
dc.description.referencesXue, Y., Gu, C., Wu, J., Dai, D.Y., Mu, X., & Zhou, Z. (2020). The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students. The Journal of Creative Behavior, 54, 37-50. https://doi.org/10.1002/jocb.239pl
dc.description.volume7pl
dc.description.issue1pl
dc.description.firstpage208pl
dc.description.lastpage229pl
dc.identifier.citation2Creativity. Theories – Research – Applicationspl
Występuje w kolekcji(ach):Creativity. Theories – Research – Applications, 2020, Vol. 7, Issue 1

Pliki w tej pozycji:
Plik Opis RozmiarFormat 
Creativity_7_1_2020_A_Zielinska _Mapping_Adolescents’_Everyday_Creativity.pdf739,76 kBAdobe PDFOtwórz
Pokaż uproszczony widok rekordu Zobacz statystyki


Pozycja ta dostępna jest na podstawie licencji Licencja Creative Commons CCL Creative Commons