Fostering Creativity in the Classroom: Effects of Teachers' Epistemological Beliefs, Motivation, and Goal Orientation.

By E. Hong, Stephanie Hartzell, M. Greene. 2009

101 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/810e1313e81b8ec81dfc2a590859b568f3b9a155

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. R. Beghetto
2. James C. Kaufman
3. Thamar Voss
4. M. Kunter
5. Maciej Karwowski
6. John Baer
7. V. Glăveanu
8. A. Gajda

In Experimental and Cognitive Psychology

1. James C. Kaufman
2. R. Beghetto
3. M. Kunter
4. Thamar Voss
5. Maciej Karwowski
6. John Baer
7. Paul J Silvia
8. R. Reiter‐Palmon

Citations in the corpus

• In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative (2013, background): “Hong, Hartzell, and Greene (2009) studied how teacher beliefs, specifically goal orientations, impacted the instructional practices.”
• Classroom contexts for creativity (2014, background): “Incorporating these suggestions in ones everyday classroom can help establish a learning environment permeated by an ethos of practices, interactions, and experiences that encourage, respect, and recognize creativity in oneself and one’s students (Cropley, 2006; Hong et al., 2009).”
• “Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “More precisely, we expected more highly motivated teacher candidates to show a smaller decrease in their constructivist beliefs (e.g., E. Hong et al., 2009) and a smaller increase in their emotional exhaustion. b.”