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Are Teachers' Implicit Theories of Creativity Related to the Recognition of Their Students' Creativity?
Author(s) -
Gralewski Jacek,
Karwowski Maciej
Publication year - 2018
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/jocb.140
Subject(s) - creativity , psychology , perception , class (philosophy) , mathematics education , innovator , social psychology , epistemology , computer science , philosophy , neuroscience , intellectual property , operating system
We examine the structure of implicit theories of creativity among Polish high schools teachers and the role those theories play for the accuracy of teachers' assessment of their students' creativity. Latent class analysis revealed the existence of four classes of teachers, whose perception of a creative student differed: two of these classes defined a creative student incoherently with the existing theories of creativity, and the other two classes did that in accordance with K irton's (1976) theory of creativity styles, that is, as adaptors or innovators. Teachers who perceived a creative student as an adaptor tended to more accurately assess the creativity of females, whereas teachers perceiving a creative student as an innovator more accurately assessed the creativity of males. We discuss the theoretical and practical consequences of these findings.