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  3. Creativity. Theories – Research – Applications
  4. Creativity. Theories – Research – Applications, 2025, Vol. 12, Issue 2

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    • Proszę używać tego identyfikatora do cytowań lub wstaw link do tej pozycji: http://hdl.handle.net/11320/20194
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    Pole DCWartośćJęzyk
    dc.contributor.authorvan Leeuwe, Nienke I.-
    dc.contributor.authorvan Broekhoven, Kim-
    dc.date.accessioned2026-04-28T07:24:13Z-
    dc.date.available2026-04-28T07:24:13Z-
    dc.date.issued2025-
    dc.identifier.citationCreativity. Theories – Research – Applications, Vol. 12, Issue 2, 2025, pp. 1-16pl
    dc.identifier.urihttp://hdl.handle.net/11320/20194-
    dc.description.abstractCreativity is one of the 21ˢᵗ century skills that will be needed in the future labor market. Prior studies suggest that individuals more willing to take socially acceptable and constructive risks are more likely to exhibit creative behavior. A psychologically safe learning environment may foster this positive risk-taking and creativity. However, to-date, many questions remain unanswered about this relationship among primary school children, as teachers vary in how they perceive and engage with positive risk-taking. Therefore, this study examines the relationship between positive risk-taking and creativity among Grade 6 children, and the moderating role of psychological safety in the classroom. A quantitative survey investigates this relationship among 242 Dutch Grade 6 children by using self-reported positive risk-taking and psychological safety measures combined with a divergent thinking task. The results indicated that positive risk-taking is positively related to children’s originality, an indicator of divergent thinking, which is the ability to generate novel and surprising solutions to a given problem. Yet, no moderating effect was found between psychological safety and the relationship between positive risk-taking and creativity. Together, these findings illustrate that it is essential to encourage positive risk-taking in classrooms to develop more originality in children at an early age.pl
    dc.language.isoenpl
    dc.publisherUniversity of Białystokpl
    dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 License-
    dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/-
    dc.subjectPositive risk-takingpl
    dc.subjectCreativitypl
    dc.subjectPsychological safetypl
    dc.subjectDivergent thinkingpl
    dc.subjectPrimary school childrenpl
    dc.titlePositive Risk-Taking and Creativity in Grade 6 Children: The Moderating Role of Psychological Safetypl
    dc.typeArticlepl
    dc.rights.holder© 2025 Nienke I. van Leeuwe, Kim van Broekhoven, published by University of Białystokpl
    dc.rights.holderThis work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.pl
    dc.identifier.doi10.2478/ctra-2025-0009-
    dc.description.EmailKim van Broekhoven: vanbroekhoven@essb.eur.nlpl
    dc.description.AffiliationNienke I. van Leeuwe - L&D Talents, Utrecht, the Netherlandspl
    dc.description.AffiliationKim van Broekhoven - Department of Psychology, Education and Child studies, Erasmus University, Rotterdam, the Netherlands,pl
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    dc.identifier.eissn2354-0036-
    dc.description.volume12pl
    dc.description.issue2pl
    dc.description.firstpage1pl
    dc.description.lastpage16pl
    dc.identifier.citation2Creativity. Theories – Research – Applicationspl
    dc.identifier.orcidbrakorcid-
    dc.identifier.orcid0000-0002-1618-3345-
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