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Investigating the role of the Creative Classroom Climate and Motivation in Student Creativity

Peat, Sara LU (2018) PSYP02 20171
Department of Psychology
Abstract
Recruiting 116 Swedish 5th grade students this research aimed to investigate creative classroom climate (CCC) factors by use of a newly constructed Creative Classroom Climate Questionnaire (CCCQ). Resultant CCC data was tested in association with motivational orientation and student creative ability using the Achievement Goal Questionnaire (AGQ) and the Alternative Uses Test (AUT). Results revealed that the effect of CCC on creative ability was not significantly mediated by motivation. However, a direct relation between CCC and motivational style was observed, along with a positive impact of CCC on creative ability. The result contributes to research which has highlighted the positive effects of certain factors of the classroom climate... (More)
Recruiting 116 Swedish 5th grade students this research aimed to investigate creative classroom climate (CCC) factors by use of a newly constructed Creative Classroom Climate Questionnaire (CCCQ). Resultant CCC data was tested in association with motivational orientation and student creative ability using the Achievement Goal Questionnaire (AGQ) and the Alternative Uses Test (AUT). Results revealed that the effect of CCC on creative ability was not significantly mediated by motivation. However, a direct relation between CCC and motivational style was observed, along with a positive impact of CCC on creative ability. The result contributes to research which has highlighted the positive effects of certain factors of the classroom climate such as; freedom, openness, playfulness, mastery, idea support and low conflict as being contributory to student outcomes. Yet, despite this knowledge and the prevailing need for superior divergent thinking in global economic performance and change, a precise understanding of the specific factors which impact upon CCC is understudied. Likewise, although much literature discusses the role of motivation in classroom behaviours there is little addressing the relationship between motivation related to creativity as explicit to a classroom environment regardless of assertions that mastery motivation is deemed a prerequisite or a part of creative performance. Furthermore, existing classroom research is predominantly qualitative descriptions of climates instead of statistical relations with a lack of studies verifying CCC measurements, here the CCCQ is offered as a step towards a solution.

Keywords: Creativity, Motivation, Classroom, Teaching. (Less)
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author
Peat, Sara LU
supervisor
organization
course
PSYP02 20171
year
type
H1 - Master's Degree (One Year)
subject
keywords
Creativity, Motivation, Classroom, Teaching.
language
English
id
8931126
date added to LUP
2018-08-06 11:16:32
date last changed
2018-08-06 11:16:32
@misc{8931126,
  abstract     = {Recruiting 116 Swedish 5th grade students this research aimed to investigate creative classroom climate (CCC) factors by use of a newly constructed Creative Classroom Climate Questionnaire (CCCQ). Resultant CCC data was tested in association with motivational orientation and student creative ability using the Achievement Goal Questionnaire (AGQ) and the Alternative Uses Test (AUT). Results revealed that the effect of CCC on creative ability was not significantly mediated by motivation. However, a direct relation between CCC and motivational style was observed, along with a positive impact of CCC on creative ability. The result contributes to research which has highlighted the positive effects of certain factors of the classroom climate such as; freedom, openness, playfulness, mastery, idea support and low conflict as being contributory to student outcomes. Yet, despite this knowledge and the prevailing need for superior divergent thinking in global economic performance and change, a precise understanding of the specific factors which impact upon CCC is understudied. Likewise, although much literature discusses the role of motivation in classroom behaviours there is little addressing the relationship between motivation related to creativity as explicit to a classroom environment regardless of assertions that mastery motivation is deemed a prerequisite or a part of creative performance. Furthermore, existing classroom research is predominantly qualitative descriptions of climates instead of statistical relations with a lack of studies verifying CCC measurements, here the CCCQ is offered as a step towards a solution. 

Keywords: Creativity, Motivation, Classroom, Teaching.},
  author       = {Peat, Sara},
  keyword      = {Creativity,Motivation,Classroom,Teaching.},
  language     = {eng},
  note         = {Student Paper},
  title        = {Investigating the role of the Creative Classroom Climate and Motivation in Student Creativity},
  year         = {2018},
}