REPOZYTORIUM UNIWERSYTETU
W BIAŁYMSTOKU
UwB

  1. Repozytorium Uniwersytetu w Białymstoku
  2. Czasopisma naukowe / Journals
  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2024, Vol. 11, Issue 1

Szukanie zaawansowane
  • Zespoły i Kolekcje


  • Zaloguj się
  • Zarejestruj się
  • Mój RUB
  • FAQ
  • Polityka
  • Regulamin
  • DOI
  • Instrukcja
  • Aspekty prawne
  • Open Access
  • Archiwum


  • Kontakt
  • O Dspace
  • Strona Biblioteki
  • Strona Uczelni



    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20165
    Pełny rekord metadanych
    Pole DCWartośćJęzyk
    dc.contributor.authorBonetto, Eric-
    dc.contributor.authorArciszewski, Thomas-
    dc.contributor.authorPichot, Nicolas-
    dc.contributor.authorPavani, Jean-Baptiste-
    dc.contributor.authorGuiller, Théo-
    dc.contributor.authorGirandola, Fabien-
    dc.contributor.authorBonnardel, Nathalie-
    dc.date.accessioned2026-04-23T12:50:41Z-
    dc.date.available2026-04-23T12:50:41Z-
    dc.date.issued2024-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 11, Issue 1, 2024, pp. 100-113pl
    dc.identifier.urihttp://hdl.handle.net/11320/20165-
    dc.description.abstractHow can scientific creativity be fostered or encouraged among researchers? The present contribution proposes a critical and constructive review of programs or methods designed to develop the creative abilities of individuals, the so-called ‘creativity trainings’. More specifically, it examines whether these trainings can be used in the specific context of scientific disciplines, and how efficient they are. At first glance, the literature seems to indicate that creativity trainings are effective when it comes to stimulating individual creativity, including scientific creativity. However, these general conclusions should not overshadow the serious limitations of these studies. Some of these theoretical and methodological limitations are common to all creativity trainings (e.g., difficulties in defining creativity itself), while others are specific to scientific creativity trainings (e.g., linked to specificities of scientific work). In a nutshell, all trainings are not made equal and do not look as efficient as they seem to be. This contribution also proposes some recommendations that would allow researchers to produce more valid results and to make it easier to interpret the results of creative training studies in the scientific domain and beyond.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Licensepl
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
    dc.subjectCreativitypl
    dc.subjectCreativity trainingpl
    dc.subjectScientific creativitypl
    dc.titleBoosting Scientific Creativity Among Researchers: How Efficient are Creativity Trainings?pl
    dc.typeArticlepl
    dc.rights.holder© 2024 Eric Bonetto, Thomas Arciszewski, Nicolas Pichot, Jean-Baptiste Pavani, Théo Guiller, Fabien Girandola, Nathalie Bonnardel, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Licensepl
    dc.identifier.doi10.2478/ctra-2024-0007-
    dc.description.EmailEric Bonetto: bonetto.ericbw@gmail.compl
    dc.description.AffiliationEric Bonetto - LID, Adoc Talent Management, Paris, France; PSYCLE, Aix-Marseille University, Aix-en-Provence, France; InCIAM, Aix-en-Provence, Francepl
    dc.description.AffiliationThomas Arciszewski - PSYCLE, Aix-Marseille University, Aix-en-Provence, France; InCIAM, Aix-en-Provence, Francepl
    dc.description.AffiliationNicolas Pichot - PSYCLE, Aix-Marseille University, Aix-en-Provence, France; InCIAM, Aix-en-Provence, Francepl
    dc.description.AffiliationJean-Baptiste Pavani - PSYCLE, Aix-Marseille University, Aix-en-Provence, Francepl
    dc.description.AffiliationThéo Guiller - PSYCLE, Aix-Marseille University, Aix-en-Provence, Francepl
    dc.description.AffiliationFabien Girandola - InCIAM, Aix-en-Provence, France; LPS, Aix-Marseille University, Aix-en-Provence, Francepl
    dc.description.AffiliationNathalie Bonnardel - PSYCLE, Aix-Marseille University, Aix-en-Provence, France; InCIAM, Aix-en-Provence, Francepl
    dc.description.referencesAlves-Oliveira, P., Arriaga, P., Xavier, C., Hoffman, G., & Paiva, A. (2022). Creativity landscapes: Systematic review spanning 70 years of creativity interventions for children. The Journal of Creative Behavior, 56(1), 16–40. https://doi.org/10.1002/jocb.514pl
    dc.description.referencesAnders, K., & Walsh, E. (2009). Encouraging creativity in PhD and postdoc researchers: a guide for supervisors and principal investigators. Imperial College London.pl
    dc.description.referencesBaer, J. (1996). The effects of task-specific divergent-thinking training. The Journal of Creative Behavior, 30(3), 183–187. https://doi.org/10.1002/j.2162-6057.1996.tb00767.xpl
    dc.description.referencesBartoš, F., Maier, M., Shanks, D.R., Stanley, T.D., Sladekova, M., & Wagenmakers, E.J. (2023). Meta-analyses in psychology often overestimate evidence for and size of effects. Royal Society Open Science, 10(7), 230224. https://doi.org/10.1098/rsos.230224pl
    dc.description.referencesBen-Soussan, T.D., Berkovich-Ohana, A., Piervincenzi, C., Glicksohn, J., & Carducci, F. (2015). Embodied cognitive flexibility and neuroplasticity following Quadrato Motor Training. Frontiers in Psychology, 6, 1021. https://doi.org/10.3389/fpsyg.2015.01021pl
    dc.description.referencesBi, H., Mi, S., Lu, S., & Hu, X. (2020). Meta-analysis of interventions and their effectiveness in students’ scientific creativity. Thinking Skills and Creativity, 38, 100750. https://doi.org/10.1016/j.tsc.2020.100750pl
    dc.description.referencesBonetto, E., & Arciszewski, T. (2023). One “C” to Rule Them All: The Psychology of Creativity Needs to Refocus on Behaviors. The Journal of Creative Behavior, 57(3). https://doi.org/10.1002/jocb.590pl
    dc.description.referencesBonetto, E., Pichot, N., & Adam-Troïan, J. (2022). The role of cultural values in national-level innovation: Evidence from 106 countries. Cross-Cultural Research, 56(4), 307–322. https://doi.org/10.1177/10693971221078087pl
    dc.description.referencesBonetto, E., Pichot, N., Guiller, T., & Arciszewski, T. (2022). The Structure of Creative Revolutions. Creativity. Theories–Research–Applications, 10(1–2), 41–49. https://doi.org/10.2478/ctra-2023-0003pl
    dc.description.referencesBonetto, E., Pichot, N., Pavani, J.B., & Adam-Troïan, J. (2020). Creative individuals are social risk-takers: Relationships between creativity, social risk-taking and fear of negative evaluations. Creativity. Theories–Research–Applications, 7(2), 309–320. https://doi.org/10.2478/ctra-2020-0016pl
    dc.description.referencesBonnardel, N., & Pichot, N. (2020). Enhancing collaborative creativity with virtual dynamic personas. Applied ergonomics, 82, 102949. https://doi.org/10.1016/j.apergo.2019.102949.pl
    dc.description.referencesButton, K.S., Ioannidis, J.P., Mokrysz, C., Nosek, B.A., Flint, J., Robinson, E.S., & Munafò, M.R. (2013). Power failure: why small sample size undermines the reliability of neuroscience. Nature reviews neuroscience, 14(5), 365–376. https://doi.org/10.1038/nrn3475pl
    dc.description.referencesByrge, C., & Hansen, S. (2013). Course in new thinking in higher education: Enhancing creativity through the means of training, theory and workshop. Problems of Education in the 21st Century, 51, 18–32.pl
    dc.description.referencesCalver, N. (2013). Sir Peter Medawar: science, creativity and the popularization of Karl Popper. Notes and Records of the Royal Society, 67(4), 301–314. https://doi.org/10.1098/rsnr.2013.0022pl
    dc.description.referencesCohen J. (1977). Statistical power analysis for the behavioral sciences (rev. ed.). Academic Press.pl
    dc.description.referencesCohen J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.pl
    dc.description.referencesde Vries, H.B., & Lubart, T.I. (2019). Scientific creativity: divergent and convergent thinking and the impact of culture. The Journal of Creative Behavior, 53(2), 145–155. https://doi.org/10.1002/jocb.184pl
    dc.description.referencesDovha, M.I., Antonenko, P.D., Shapovalov, Y.B., Lytovchenko, D.S., & Halchenko, M.S. (2023). Developing and evaluating the effectiveness of a pilot online course for creativity development. International Journal of Technology and Design Education, 1–21. https://doi.org/10.1007/s10798-023-09852-8pl
    dc.description.referencesDutton, D., & Krausz, M. (2014). The concept of creativity in science and art (Vol. 6). Springerpl
    dc.description.referencesCropley, A.J. (2000). Defining and measuring creativity: Are creativity tests worth using?. Roeper review, 23(2), 72–79. https://doi.org/10.1080/02783190009554069pl
    dc.description.referencesEllwood, S., Pallier, G., Snyder, A., & Gallate, J. (2009). The incubation effect: hatching a solution?. Creativity Research Journal, 21(1), 6–14. https://doi.org/10.1080/10400410802633368pl
    dc.description.referencesFaul, F., Erdfelder, E., Lang, A.G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior research methods, 39(2), 175–191. https://doi.org/10.3758/BF03193146pl
    dc.description.referencesFeldhusen, J.F., & Goh, B.E. (1995). Assessing and accessing creativity: An integrative review of theory, research, and development. Creativity Research Journal, 8(3), 231–247.pl
    dc.description.referencesFoster, E.D., & Deardorff, A. (2017). Open science framework (OSF). JMLA. Journal of the Medical Library Association, 105(2), 203–206. https://doi.org/10.5195/jmla.2017.88pl
    dc.description.referencesFunder, D.C., & Ozer, D.J. (2019). Evaluating effect size in psychological research: Sense and nonsense. Advances in Methods and Practices in Psychological Science, 2(2), 156–168. https://doi.org/10.1177/2515245919847202pl
    dc.description.referencesGobet, F., & Sala, G. (2023). Cognitive training: A field in search of a phenomenon. Perspectives on Psychological Science, 18(1), 125–141. https://doi.org/10.1177/17456916221091830pl
    dc.description.referencesGrosul, M., & Feist, G. (2014). The Creative Person in Science. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 30–43. https://doi.org/10.1037/a0034828pl
    dc.description.referencesGuilford, J.P. (1950). Creativity. American Psychologist, 5(9), 444–454.pl
    dc.description.referencesHaase, J., Hanel, P.H.P., & Gronau, N. (2023). Creativity enhancement methods for adults: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts. Advance online publication. https://doi.org/10.1037/aca0000557pl
    dc.description.referencesHaslam, S.A., Adarves-Yorno, I., Postmes, T., & Jans, L. (2013). The collective origins of valued originality: A social identity approach to creativity. Personality and Social Psychology Review, 17(4), 384–401. https://doi.org/10.1177/1088868313498001pl
    dc.description.referencesHemlin, S., Allwood, C.M., & Martin, B.R. (Eds.). (2004). Creative knowledge environments: The influences on creativity in research and innovation. Edward Elgar Publishing.pl
    dc.description.referencesHemlin, S., Allwood, C.M., & Martin, B.R. (2008). Creative knowledge environments. Creativity Research Journal, 20(2), 196–210. https://doi.org/10.1080/10400410802060018pl
    dc.description.referencesHemlin, S., & Olsson, L. (2011). Creativity-Stimulating Leadership: A Critical Incident Study of Leaders’ Influence on Creativity in Research Groups. Creativity and Innovation Management, 20(1), 49–58. https://doi.org/10.1111/j.1467-8691.2010.00585.xpl
    dc.description.referencesHiguchi, T., Miyata, K., & Yuizono, T. (2012, November). Creativity improvement by idea-marathon training, measured by torrance tests of creative thinking (TTCT) and its applications to laboratories. 2012 Seventh International Conference on Knowledge, Information and Creativity Support Systems. IEEE. Melbourne, VIC, Australia.pl
    dc.description.referencesHu, W., Wu, B., Jia, X., Yi, X., Duan, C., Meyer, W., & Kaufman, J.C. (2013). Increasing students’ scientific creativity: The “learn to think” intervention program. The journal of creative behavior, 47(1), 3–21. https://doi.org/10.1002/jocb.20pl
    dc.description.referencesIm, H., Hokanson, B., & Johnson, K.K. (2015). Teaching creative thinking skills: A longitudinal study. Clothing and Textiles Research Journal, 33(2), 129–142. https://doi.org/10.1177/0887302X15569010pl
    dc.description.referencesJenaro-Río, C., Castaño-Calle, R., & García-Perez Omaña, A. (2019). La experiencia de un taller para el fomento de la creatividad en niños de Primaria [A workshop experience for the promotion of creativity in primary school children]. Arte, individuo y sociedad, 31(4), 735–752. https://doi.org/10.5209/aris.60841pl
    dc.description.referencesKarwowski, M., & Kaufman, J.C. (Eds.). (2017). The creative self: Effect of beliefs, self-efficacy, mindset, and identity. Academic Press.pl
    dc.description.referencesKarwowski, M., & Soszynski, M. (2008). How to develop creative imagination?: Assumptions, aims and effectiveness of Role Play Training in Creativity (RPTC). Thinking Skills and Creativity, 3(2), 163–171. https://doi.org/10.1016/j.tsc.2008.07.001pl
    dc.description.referencesKaufman, S.B., Quilty, L.C., Grazioplene, R.G., Hirsh, J.B., Gray, J.R., Peterson, J.B., & DeYoung, C.G. (2016). Openness to experience and intellect differentially predict creative achievement in the arts and sciences. Journal of personality, 84(2), 248–258. https://doi.org/10.1111/jopy.12156pl
    dc.description.referencesKim, J. (2015). Physical activity benefits creativity: squeezing a ball for enhancing creativity. Creativity Research Journal, 27(4), 328–333. https://doi.org/10.1080/10400419.2015.1087258pl
    dc.description.referencesKoestler, A. (1964). The act of creation. Macmillan.pl
    dc.description.referencesKuhn, T.S. (1962). The Structure of Scientific Revolutions. University of Chicago Press.pl
    dc.description.referencesLakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in psychology, 4, 863. https://doi.org/10.3389/fpsyg.2013.00863pl
    dc.description.referencesLee, A., Legood, A., Hughes, D., Tian, A.W., Newman, A., & Knight, C. (2020). Leadership, creativity and innovation: a meta-analytic review. European Journal of Work and Organizational Psychology, 29(1), 1–35. https://doi.org/10.1080/1359432X.2019.1661837pl
    dc.description.referencesLucchiari, C., Sala, P.M., & Vanutelli, M.E. (2019). The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students. Thinking Skills and Creativity, 31, 156–166. https://doi.org/10.1016/j.tsc.2018.12.002pl
    dc.description.referencesMa, H.H. (2006). A synthetic analysis of the effectiveness of single components and packages in creativity training programs. Creativity Research Journal, 18(4), 435–446.pl
    dc.description.referencesMarcos, R.I.S., Fernández, V.L., González, M.T.D., & Phillips-Silver, J. (2020). Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 36, 100663. https://doi.org/10.1016/j.tsc.2020.100663pl
    dc.description.referencesMarope, M., Griffin, P., & Gallagher, C. (2017). Future competences and the future of curriculum: A global reference for curricula transformation. International Bureau of Education (UNESCO).pl
    dc.description.referencesMaydeu-Olivares, A., & Millsap, R.E. (2009). The SAGE handbook of quantitative methods in psychology. Sage.pl
    dc.description.referencesMcKiernan, E.C., Bourne, P.E., Brown, C.T., Buck, S., Kenall, A., Lin, J., … & Yarkoni, T. (2016). How open science helps researchers succeed. elife, 5, e16800. https://doi.org/10.7554/eLife.16800.001pl
    dc.description.referencesMedawar, P.B. (1990). The threat and the glory: reflections on science and scientists. Harper Collins.pl
    dc.description.referencesMedawar, P.B. (2021). The art of the soluble. Routledge.pl
    dc.description.referencesOECD. (2023). OECD Science, Technology and Innovation Outlook 2023. OECD Publishing. https://www.oecd.org/sti/oecd-science-technology-and-innovation-outlook-25186167.htmpl
    dc.description.referencesOppezzo, M., & Schwartz, D.L. (2014). Give your ideas some legs: the positive effect of walking on creative thinking. Journal of experimental psychology: learning, memory, and cognition, 40(4), 1142–1152. https://doi.org/10.1037/a0036577pl
    dc.description.referencesParnes, S.J., & Brunelle, E.A. (1967). The literature of creativity (part I). The Journal of Creative Behavior, 1(1), 52–109. https://doi.org/10.1002/j.2162-6057.1967.tb00010.xpl
    dc.description.referencesPichot, N., Bonetto, E., Pavani, J.B., Arciszewski, T., Bonnardel, N., & Weisberg, R.W. (2022). The construct validity of creativity: empirical arguments in favor of novelty as the basis for creativity. Creativity Research Journal, 34(1), 2–13. https://doi.org/10.1080/10400419.2021.1997176.pl
    dc.description.referencesPhillips, A.M., Watkins, J., & Hammer, D. (2017). Problematizing as a scientific endeavor. Physical Review Physics Education Research, 13(2). https://doi.org/10.1103/PhysRevPhysEducRes.13.020107pl
    dc.description.referencesQian, M., Plucker, J.A., & Yang, X. (2019). Is creativity domain specific or domain general? Evidence from multilevel explanatory item response theory models. Thinking Skills and Creativity, 33, 100571. https://doi.org/10.1016/j.tsc.2019.100571pl
    dc.description.referencesQiang, R., Han, Q., Guo, Y., Bai, J., & Karwowski, M. (2020). Critical Thinking Disposition and Scientific Creativity: The Mediating Role of Creative Self-Efficacy. The Journal of Creative Behavior, 54(1), 90–99. https://doi.org/10.1002/jocb.347pl
    dc.description.referencesRaj, H., & Saxena, D.R. (2016). Scientific creativity: A review of researches. European Academic Research, 4(2), 1122–1138. https://doi.org/10.1016/j.tsc.2019.100571pl
    dc.description.referencesRitter, S.M., Gu, X., Crijns, M., & Biekens, P. (2020). Fostering students’ creative thinking skills by means of a one-year creativity training program. PloS one, 15(3), e0229773. https://doi.org/10.1371/journal.pone.0229773pl
    dc.description.referencesRitter, S.M., & Mostert, N. (2017). Enhancement of creative thinking skills using a cognitive-based creativity training. Journal of Cognitive enhancement, 1, 243–253. https://doi.org/10.1007/s41465-016-0002-3pl
    dc.description.referencesRose, L.H., & Lin, H.T. (1984). A meta-analysis of long-term creativity training programs. The Journal of Creative Behavior, 18(1), 11–22. https://doi.org/10.1002/j.2162-6057.1984.tb00985.xpl
    dc.description.referencesRuiz-del-Pino, B., Fernández-Martín, F.D., & Arco-Tirado, J.L. (2022). Creativity training programs in primary education: A systematic review and meta-analysis. Thinking Skills and Creativity, 46, 101172. https://doi.org/10.1016/j.tsc.2022.101172pl
    dc.description.referencesRunco, M.A., & Jaeger, G.J. (2012). The standard definition of creativity. Creativity research journal, 24(1), 92-96. https://doi.org/10.1080/10400419.2012.650092pl
    dc.description.referencesSaid-Metwaly, S., Van den Noortgate, W., & Kyndt, E. (2017). Methodological issues in measuring creativity: A systematic literature review. Creativity. Theories–Research–Applications, 4(2), 276–301. https://doi.org/10.1515/ctra-2017-0014pl
    dc.description.referencesScope, E.E. (1998). Meta-analysis of research on creativity: The effects of instructional variables. Unpublished doctoral dissertation, Fordham University, New York.pl
    dc.description.referencesScott, G., Leritz, L.E., & Mumford, M.D. (2004a). The effectiveness of creativity training: A quantitative review. Creativity research journal, 16(4), 361–388. https://doi.org/10.1080/10400410409534549pl
    dc.description.referencesScott, G., Leritz, L.E., & Mumford, M.D. (2004b). Types of creativity training: Approaches and their effectiveness. The Journal of Creative Behavior, 38(3), 149–179. https://doi.org/10.1002/j.2162-6057.2004.tb01238.xpl
    dc.description.referencesShavinina, L.V. (2013). The Routledge international handbook of innovation education. Routledge.pl
    dc.description.referencesSherwood, D. (2022). Creativity for Scientists and Engineers. IOP Publishing. https://doi.org/10.1088/978-07503-4967-3pl
    dc.description.referencesSiew, N.M., & Ambo, N. (2018). Development and Evaluation of an Integrated Project-Based and STEM Teaching and Learning Module on Enhancing Scientific Creativity among Fifth Graders. Journal of Baltic Science Education, 17(6), 1017–1033.pl
    dc.description.referencesSilvia, P.J., Christensen, A.P., & Cotter, K.N. (2016). Commentary: The development of creativity—Ability, motivation, and potential. In B. Barbot (Ed.), Perspectives on creativity development. New directions for child and adolescent development, 151 (pp. 111–119). Wiley Periodicals, Inc. https://doi.org/10.1002/cad.20147pl
    dc.description.referencesSimonton, D.K. (2004). Creativity in science: Chance, logic, genius, and zeitgeist. Cambridge University Press.pl
    dc.description.referencesSun, M., Wang, M., & Wegerif, R. (2019). Using computer-based cognitive mapping to improve students’ divergent thinking for creativity development. British journal of educational technology, 50(5), 2217–2233. https://doi.org/10.1111/bjet.12825pl
    dc.description.referencesSun, M., Wang, M., & Wegerif, R. (2020). Effects of divergent thinking training on students’ scientific creativity: The impact of individual creative potential and domain knowledge. Thinking Skills and Creativity, 37, 100682. https://doi.org/10.1016/j.tsc.2020.100682pl
    dc.description.referencesToumi, K., Girandola, F., & Bonnardel, N. (2021). Technologies for supporting creativity in design: A view of physical and virtual environments with regard to cognitive and social processes. Creativity: Theories Research–Applications, 8(1), 189–212. https://doi.org/10.2478/ctra-2021-0012pl
    dc.description.referencesTorrance, E.P. (1972a). Can we teach children to think creatively? Journal of Creative Behavior, 6, 114–143.pl
    dc.description.referencesTorrance, E.P. (1972b). Predictive validity of the torrance tests of creative thinking. The Journal of creative behavior, 6(4), 236–252. https://doi.org/10.1002/j.2162-6057.1972.tb00936.xpl
    dc.description.referencesTsai, K.C. (2013). A review of the effectiveness of creative training on adult learners. Journal of Social Science Studies, 1(1), 17. http://dx.doi.org/10.5296/jsss.v1i1.4329pl
    dc.description.referencesUnited Nations (2023). Peace, dignity and equality on a healthy planet. Global issues. https://www.un.org/en/global-issuespl
    dc.description.referencesValgeirsdottir, D., & Onarheim, B. (2017). Studying creativity training programs: A methodological analysis. Creativity and Innovation Management, 26(4), 430–439. https://doi.org/10.1111/caim.12245pl
    dc.description.referencesWarnick, B.J., Kier, A.S., LaFrance, E.M., & Cuttler, C. (2021). Head in the clouds? Cannabis users’ creativity in new venture ideation depends on their entrepreneurial passion and experience. Journal of Business Venturing, 36(2), 106088. https://doi.org/10.1016/j.jbusvent.2020.106088pl
    dc.description.referencesWatts, L.L., Steele, L.M., & Song, H. (2017). Re-examining the relationship between need for cognition and creativity: Predicting creative problem solving across multiple domains. Creativity Research Journal, 29(1), 21–28. https://doi.org/10.1080/10400419.2017.1263505pl
    dc.description.referencesWeisberg, R., Pichot, N., Bonetto, E., Pavani, J.B., Arciszewski, T., & Bonnardel, N. (2021). From explicit to implicit theories of creativity and back: The relevance of naive criteria in defining creativity. The Journal of Creative Behavior, 55(3), 839–856. https://doi.org/10.1002/jocb.492pl
    dc.description.referencesWoelfle, M., Olliaro, P., & Todd, M.H. (2011). Open science is a research accelerator. Nature chemistry, 3(10), 745–748. https://doi.org/10.1038/nchem.1149pl
    dc.description.referencesYasin, R.M., & Yunus, N.S.R. (2014). A meta-analysis study on the effectiveness of creativity approaches in technology and engineering education. Asian Social Science, 10(3), 242–252. http://dx.doi.org/10.5539/ass.v10n3p242pl
    dc.identifier.eissn2354-0036-
    dc.description.volume11pl
    dc.description.issue1pl
    dc.description.firstpage100pl
    dc.description.lastpage113pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
    dc.identifier.orcid0000-0002-0824-1103-
    Występuje w kolekcji(ach):Creativity. Theories – Research – Applications, 2024, Vol. 11, Issue 1

    Pliki w tej pozycji:
    Plik Opis RozmiarFormat 
    Creativity_11_1_2024_E_Bonetto_T_Arciszewski_N_Pichot_at_al_Boosting_Scientific_Creativity_Among_Researchers.pdf295,88 kBAdobe PDFOtwórz
    Pokaż uproszczony widok rekordu Zobacz statystyki


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