Don't Let it be! Creative Co‐regulation and Socially Shared Regulation in a Case Study of the Beatles

Get Back

Bibliographic Data

ID7170860
AuthorsKamila Urban (0000-0003-4547-9804, Institute for Research in Social Communication of the Slovak Academy of Sciences), Marek Urban (0000-0003-2772-1388, Czech Academy of Sciences, Institute of Psychology, corresponding author)
Year2025
Volume59
Issue1
Publication date2025-03-01
Open AccessYes
TypeARTICLE
VenueThe Journal of Creative Behavior (JOURNAL)
Journal identifiersISSN: 0022-0175 • E-ISSN: 2162-6057
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jocb.626
OpenAlexW4389203567
LanguageEN
Citations received2
References cited47

Criticism has been raised about creativity researchers narrowing their focus solely to the cognitive processes within individuals. To address these concerns, this case study seeks to expand the scope of creativity research by delving into metacognitive, motivational, and emotional processes involved in collaborative creative problem‐solving. The present study applies the concepts of self‐regulation, co‐regulation, and socially shared regulation to a real‐world case study: the documentary The Beatles: Get Back . Observational footage of the band rehearsing and creating new songs for their live show is analyzed within a socially shared regulation of learning (SSRL) framework. Theory‐driven coding identified individual facets of self‐regulation, co‐regulation, and socially shared regulation during collaborative creative problem‐solving. The analysis revealed initial problems with self‐regulation, especially motivation and emotion regulation, inhibiting collaboration. However, co‐regulatory prompts between group members facilitated a shift toward more productive socially shared regulation where the band collectively negotiated goals, plans and ideas. An examination of spontaneous interactions highlighted the interplay between individual self‐regulation and socially constructed regulation shaping real‐world creative collaboration. Individual metacognitive skills, motivation, and emotions, as well as socially shared group dynamics enabled the members to regulate uncertainty and obstacles in collaborative creative problem‐solving

Cognition · Creativity · Metacognition · Political science · Public relations · Sociology · Creativity in Education and Neuroscience · Innovative Teaching and Learning Methods · Psychology · Social Psychology · Team Dynamics and Performance

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