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  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2021, Vol. 8, Issue 1

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20051
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    Pole DCWartośćJęzyk
    dc.contributor.authorZielińska, Aleksandra-
    dc.contributor.authorLebuda, Izabela-
    dc.contributor.authorJankowska, Dorota M.-
    dc.contributor.authorKarwowski, Maciej-
    dc.date.accessioned2026-04-10T10:17:29Z-
    dc.date.available2026-04-10T10:17:29Z-
    dc.date.issued2021-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 8, Issue 1, 2021, pp. 52-71pl
    dc.identifier.urihttp://hdl.handle.net/11320/20051-
    dc.description.abstractCreativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.pl
    dc.description.sponsorshipThe study was possible thanks to a grant from National Science Centre Poland UMO-2016/22/E/HS6/00118). The authors report no conflict of interest.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.subjectself-regulationpl
    dc.subjectcreative learningpl
    dc.subjectcreative thinkingpl
    dc.subjecthigher order strategiespl
    dc.titleSelf-Regulation in Creative Learning: Agentic Perspectivepl
    dc.typeArticlepl
    dc.rights.holder© 2021 Aleksandra Zielińska, Izabela Lebuda, Dorota M. Jankowska, Maciej Karwowski, 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-2021-0005-
    dc.description.EmailAleksandra Zielińska: aleksandra.zielinska@uwr.edu.plpl
    dc.description.AffiliationAleksandra Zielińska - University of Wrocław, Polandpl
    dc.description.AffiliationIzabela Lebuda - University of Wrocław, Polandpl
    dc.description.AffiliationDorota M. Jankowska - The Maria Grzegorzewska University, Polandpl
    dc.description.AffiliationMaciej Karwowski - University of Wrocław, Polandpl
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    dc.identifier.eissn2354-0036-
    dc.description.volume8pl
    dc.description.issue1pl
    dc.description.firstpage52pl
    dc.description.lastpage71pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
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