Ronald A Beghetto
Biographic Data
| ID | 2824252 |
|---|---|
| NAME | Ronald A Beghetto |
| GIVEN NAMES | Ronald A |
| FAMILY NAME | Beghetto |
| SIGNATURE | BEGHETTO R A |
| AFFILIATIONS | Arizona State University |
| VERIFIED | No |
| TOTAL WORKS | 24 |
| TOTAL CITATIONS | 130 |
| AUTHOR COUNT | 24 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Examining Teachers’ Perspectives of School-Based Opportunities and Support for Student Creativity with the ICI Index
This mixed-methods study examined 220 teachers’ responses from a new instrument, the Imagination, Creativity, and Innovation (ICI) Index. ICI Index scores represented teachers’ predictions of how students would rate their school’s support for student creativity, which was assumed to represent the teachers’ perspective of the actual support for student creativity at the school. Teachers of grades 6–8 (n = 55) had significantly lower ICI Index scor…
Effects and Side Effects
Possibility Thinking Scale
Although there has been longstanding work on possibility thinking (PT), there is no current scale that researchers can use to measure and study this important action-based orientation. In this paper, we report on four studies with English and Polish speaking participants ( N > 1,500) focused on developing and providing an initial evaluation of the Possibility Thinking Scale (PTS). Across the four studies, we examined the factor structure of the P…
Is Curiosity Killed by the CAT? A Divergent, Open-Ended, and Generative (DOG) Approach to Creativity Assessment
The consensual assessment technique (CAT) represents one of the most popular evaluation techniques used by researchers to assess creative artifacts. In this paper we discuss how the prototypical use of the CAT, while useful for identifying unambiguous examples of creative artifacts, can inadvertently kill the curiosity of researchers interested in interpreting and understanding more ambiguous, contested, and divergent examples of creative express…
A new horizon for possibility thinking
Possibility thinking (PT) can be described as an imaginative and action-oriented process that drives movement from what is to what could be. The promise of PT is most fully realized in collaboration with others. With recent advances in AI, it can be argued that natural language models (e.g. OpenAI’s GPT models) represent a possible “other” for such collaborations. This article aims to illustrate, through a conceptual case study, how Human × AI co…
Broadening horizons of the possible in education
The social project of education always and already has a future orientation, which is filled with unrealized possibilities. In this way, educational settings serve as sites of promise and hope. This promise and hope, however, is riddled with a paradox: If the future is unknowable—and education can only occur in the known present—then how can the social project of education fulfill the promise and hope of preparing young people to realize the poss…
Positive Creativity Is Principled Creativity
The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by a set of agreed-upon commitments aimed at making a positive contribution to the learning and lives of others. We open by discussing how our conception of…
Democratizing Creative Educational Experiences
Intellectual risk taking
Creative Experience
We propose a working definition of creative experience that involves principled engagement with the unfamiliar and a willingness to approach the familiar in unfamiliar ways. In other words, a creative experience can be defined as novel person world encounters grounded in meaningful actions and interactions, which are marked by the principles of: open-endedness, nonlinearity, pluri-perspectives and future-orientation. Our definition shares some si…
My Favorite Failure
Delving into Creativity and Learning
For decades, creativity scholars have been interested in exploring the relationship between creativity and learning. Much of the empirical work in this area has focused on examining correlational links between domain general outcomes of creativity tests and results in school achievement tests. The results of such work have been somewhat variable, but generally suggests a positive albeit modest relationship between creativity and learning. Few stu…
Creative behavior as agentic action.
Creativity and academic achievement
This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = .22, 95% CI [.19, .24]. An analysis of moderators revealed that this relationship was constant across time but stronger when creativity was measured using creativity tests compared …
Toward Untangling Creative Self-Beliefs
Classroom contexts for creativity
Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors – determining, in large part, whether creative potential will be supported (or suppressed). In short, classroom context ma…
Light bulbs, Bill Evans, and cat hair
The Cambridge Handbook of Creativity
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to in…
Theories of Creativity
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Beyond Big and Little
Most investigations of creativity tend to take one of two directions: everyday creativity (also called "little-c"), which can be found in nearly all people, and eminent creativity (also called "Big-C"), which is reserved for the great. In this paper, the authors propose a Four C model of creativity that expands this dichotomy. Specifically, the authors add the idea of "mini-c," creativity inherent in the learning process, and Pro-c, the developme…
Toward a broader conception of creativity
In this article the authors argue that a new category of creativity, called “mini-c” creativity, is needed to advance creativity theory and research. Mini-c creativity differs from little-c (everyday) or Big-C (eminent) creativity as it refers to the creative processes involved in the construction of personal knowledge and understanding. The authors discuss how the category of mini-c creativity addresses gaps in current conceptions of creativity,…
Prospective teachers’ beliefs about students’ goal orientations
Creative Self-Efficacy
This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listening to them and sometimes feeling that the…
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in…
Beyond Big and Little
Most investigations of creativity tend to take one of two directions: everyday creativity (also called "little-c"), which can be found in nearly all people, and eminent creativity (also called "Big-C"), which is reserved for the great. In this paper, the authors propose a Four C model of creativity that expands this dichotomy. Specifically, the authors add the idea of "mini-c," creativity inherent in the learning process, and Pro-c, the developme…
My Favorite Failure
Prospective teachers’ beliefs about students’ goal orientations
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research
The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in…
Creative Self-Efficacy
This study examined correlates of creative self-efficacy (i.e., self-judgments of creative ability) in middle and secondary students (N = 1,322). Results indicate that students' mastery- and performance-approach beliefs and teacher feedback on creative ability were positively related to students' creative self-efficacy. Creative self-efficacy was also linked to student reports of their teachers not listening to them and sometimes feeling that the…
Toward a broader conception of creativity
In this article the authors argue that a new category of creativity, called “mini-c” creativity, is needed to advance creativity theory and research. Mini-c creativity differs from little-c (everyday) or Big-C (eminent) creativity as it refers to the creative processes involved in the construction of personal knowledge and understanding. The authors discuss how the category of mini-c creativity addresses gaps in current conceptions of creativity,…
Prospective teachers’ beliefs about students’ goal orientations
Beyond Big and Little
Most investigations of creativity tend to take one of two directions: everyday creativity (also called "little-c"), which can be found in nearly all people, and eminent creativity (also called "Big-C"), which is reserved for the great. In this paper, the authors propose a Four C model of creativity that expands this dichotomy. Specifically, the authors add the idea of "mini-c," creativity inherent in the learning process, and Pro-c, the developme…
The Cambridge Handbook of Creativity
The Cambridge Handbook of Creativity is a comprehensive scholarly handbook on creativity from the most respected psychologists, researchers and educators. This handbook serves both as a thorough introduction to the field of creativity and as an invaluable reference and current source of important information. It covers such diverse topics as the brain, education, business, and world cultures. The first section, 'Basic Concepts', is designed to in…
Theories of Creativity
A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Light bulbs, Bill Evans, and cat hair
Classroom contexts for creativity
Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors – determining, in large part, whether creative potential will be supported (or suppressed). In short, classroom context ma…
Creativity and academic achievement
This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = .22, 95% CI [.19, .24]. An analysis of moderators revealed that this relationship was constant across time but stronger when creativity was measured using creativity tests compared …
Toward Untangling Creative Self-Beliefs
Creative behavior as agentic action.
Delving into Creativity and Learning
For decades, creativity scholars have been interested in exploring the relationship between creativity and learning. Much of the empirical work in this area has focused on examining correlational links between domain general outcomes of creativity tests and results in school achievement tests. The results of such work have been somewhat variable, but generally suggests a positive albeit modest relationship between creativity and learning. Few stu…
Intellectual risk taking
Creative Experience
We propose a working definition of creative experience that involves principled engagement with the unfamiliar and a willingness to approach the familiar in unfamiliar ways. In other words, a creative experience can be defined as novel person world encounters grounded in meaningful actions and interactions, which are marked by the principles of: open-endedness, nonlinearity, pluri-perspectives and future-orientation. Our definition shares some si…
My Favorite Failure
Positive Creativity Is Principled Creativity
The purpose of this article is to introduce an action-oriented framework aimed at clarifying and promoting a principled approach to creativity in education. A principled approach to creativity refers to the design and implementation of positive creative educational endeavors, which are guided by a set of agreed-upon commitments aimed at making a positive contribution to the learning and lives of others. We open by discussing how our conception of…
Democratizing Creative Educational Experiences
Is Curiosity Killed by the CAT? A Divergent, Open-Ended, and Generative (DOG) Approach to Creativity Assessment
The consensual assessment technique (CAT) represents one of the most popular evaluation techniques used by researchers to assess creative artifacts. In this paper we discuss how the prototypical use of the CAT, while useful for identifying unambiguous examples of creative artifacts, can inadvertently kill the curiosity of researchers interested in interpreting and understanding more ambiguous, contested, and divergent examples of creative express…
A new horizon for possibility thinking
Possibility thinking (PT) can be described as an imaginative and action-oriented process that drives movement from what is to what could be. The promise of PT is most fully realized in collaboration with others. With recent advances in AI, it can be argued that natural language models (e.g. OpenAI’s GPT models) represent a possible “other” for such collaborations. This article aims to illustrate, through a conceptual case study, how Human × AI co…
Broadening horizons of the possible in education
The social project of education always and already has a future orientation, which is filled with unrealized possibilities. In this way, educational settings serve as sites of promise and hope. This promise and hope, however, is riddled with a paradox: If the future is unknowable—and education can only occur in the known present—then how can the social project of education fulfill the promise and hope of preparing young people to realize the poss…
Examining Teachers’ Perspectives of School-Based Opportunities and Support for Student Creativity with the ICI Index
This mixed-methods study examined 220 teachers’ responses from a new instrument, the Imagination, Creativity, and Innovation (ICI) Index. ICI Index scores represented teachers’ predictions of how students would rate their school’s support for student creativity, which was assumed to represent the teachers’ perspective of the actual support for student creativity at the school. Teachers of grades 6–8 (n = 55) had significantly lower ICI Index scor…
Effects and Side Effects
Possibility Thinking Scale
Although there has been longstanding work on possibility thinking (PT), there is no current scale that researchers can use to measure and study this important action-based orientation. In this paper, we report on four studies with English and Polish speaking participants ( N > 1,500) focused on developing and providing an initial evaluation of the Possibility Thinking Scale (PTS). Across the four studies, we examined the factor structure of the P…
Psychology (22 works) · Creativity in Education and Neuroscience (19 works) · Social Psychology (19 works) · Creativity (14 works) · Computer Science (11 works) · Epistemology (8 works) · Mathematics education (8 works) · Cognitive psychology (7 works) · Pedagogy (7 works) · Creativity technique (6 works)