In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative

By James C. Kaufman, R. Beghetto. 2013

254 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6679b4290febd823813f9825c4e02bf1186439c4

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Dynamics of Creative Self-Concept: Changes and Reciprocal Relations Between Creative Self-Efficacy and Creative Personal Identity (2016, unknown): “…(a) self-rated creativity (Furnham, Batey, Anand, & Manfield, 2008), (b) creative self-efficacy (Beghetto, 2006; Karwowski, 2011), (c) creative personal identity (Jaussi et al., 2007; Karwowski, Lebuda, Wiśniewska, & Gralewski, 2013), and (d) creative metacognition (Kaufman & Beghetto, 2013).”
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics (2015, background): “…Hill, Payne, Roberts, & Stine-Morrow, 2012), active exploration in mathematics classrooms would give students a sense of responsibility and self-control over their learning processes, important characteristics of conscious individuals, and develop creative metacognition (Kaufman & Beghetto, 2013).”
Creative metacognition and self-ratings of creative performance: A 4-C perspective (2016, background): “Building off of the little-c/Big-C distinction, Kaufman and Beghetto (2009, 2013a), Beghetto and Kaufman (2007, 2014) propose four “C”s of creativity that follow a developmental trajectory.”
Teaching for Creativity in the Common Core Classroom (2015, background): “As we have elaborated elsewhere (Kaufman & Baer, 2005; Kaufman & Beghetto, 2009, 2013a, 2013b), creative people tend to respond better to trauma and stressful situations, be in a happier mood, advance higher in their jobs, and generally are more likely to succeed.”
Creativity and Academic Achievement: A Meta-Analysis (2017, unknown): “…Maltby, Proctor, & Wood, 2010), thinking styles (Zhang, 2004, 2010, 2012; Zhang & Sternberg, 2005), motivational factors (Bandura, 1997; Hill & Amabile, 1993; Karwowski, 2011, 2012, 2014; Kaufman & Beghetto, 2013), and contextual factors (Beghetto & Kaufman, 2014; Schacter, Thum, & Zifkin, 2006).”
Toward Untangling Creative Self-Beliefs (2017, background): “CMC refers to a combination of beliefs based on one’s creative selfknowledge (i.e., knowledge of one’s creative strengths and limitations) and contextual knowledge (i.e., knowing when, where, how, and why to be creative) (Kaufman & Beghetto, 2013).”
Classroom contexts for creativity (2014, background): “CMC refers to “a combination of creative self-knowledge (knowing one’s own creative strengths and limitations, both within a domain and as a general trait) and contextual knowledge (knowing when, where, how, and why to be creative)” (Kaufman & Beghetto, 2013a, p. 160).”