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Yaratıcı Öz / Creative Self

Year 2020, Volume: 4 Issue: 1, 46 - 59, 28.07.2020

Abstract

Bu araştırmayla yaratıcılığın karmaşık yapısının daha fazla aydınlatılması amaçlanmaktadır. Araştırma örneklemini oluşturmak için 4 farklı liseden veriler toplanmıştır. Araştırma örneklemini 12. sınıfta öğrenim gören 451 lise öğrencisinden [270’i kız (%60) 181’i erkek (%40)] oluşmaktadır. Verilerin analizinde kanonik korelasyon analizinden yararlanılmıştır. Kanonik korelasyon çok değişkenli regresyon analizini kullanarak iki değişken kümesi arasında ilişkiyi incelemektir. Bu nedenle araştırmada 2 veri seti oluşturulmuştur. Yaratatıcılığın Öncülleri (Motivasyon Kararlılık ve Merak-Keşfetme) 1. veri setini ve Yaratıcı Öz (Yaratıcı Biliş, Yaratıcı Öz-Yeterlilik ve Yaratıcı Kimlik)’ de 2. veri setini oluşturmuştur. Araştırmada veri setleri arasınada 1 kanonik fonksiyon elde edilmiştir. Araştırma bulgularına göre Yaratıcı Biliş (.92) Yaratıcı Öz’ü açıklamada en fazla etkiye sahitir. Yaratıcı Öz-Yeterlilik (.74) ise, Yaratıcı Kişilik’ ten (.49) daha fazla etkilere sahiptir. Ayrıca Yaratıcılığın Öncülleri ve Yaratıcı Öz veri setleri arasında paylaşılan ortak varyans %32,2 olarak bulunmuştur. Bu bulgu da Yaratıcı Öz kavramının ortaya konmasına yardımcı olmuştur. Yaratıcı Öz kavramının daha fazla aydınlatılması gereklidir. Böylece araştırmacılar, eğitimciler, çalışma kuruluşları ve farklı alanlar için yararlı sonuçlar üretilebilir.

References

  • Acun N., Kapıkıran Ş. ve Kabasakal N. (2013). Merak ve Keşfetme Ölçeği II: Açımlayıcı ve Doğrulayıcı Faktör Analizleri ve Güvenirlik Çalışması, Türk Psikoloji Yazıları, Haziran 2013, 16 (31), 74-85.
  • Agnoli S., Runco M. A., Kirsch C. & Corazzaa G.E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment, Thinking Skills and Creativity, 28 ,167–176.
  • Arslan, S. ve Ünal, D. (24-25 November2016). Üstün/Özel Yetenekli Öğrencilerin Eğitiminde Yaratıcı Biliş Sürecinin Değerlendirilmesi. International Conference on Quality in Higher Education (ICQH), ICQH 2016 Proc. Book, 992-995.
  • Amabile, T. M. (1985). Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399.
  • Amabile, T. M. (1993). Motivational synergy: Toward new conceptualizations of intrinsic and extrinsic motivation in the workplace. Human Resource Management Review, 3(3), 185–201.
  • Auger P., Woodman R. W. (2016). Creativity and Intrinsic Motivation: Exploring a Complex Relationship, The Journal of Applied Behavioral Science, July 1-25.
  • Bandura, A. (1977). Self-Efficacy: Toward A Unifying Theory of Behavioral Change. Psychological Review, 84 (2), 191–215.
  • Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18,447-457.
  • Beghetto R. A., Karwowski M. (2017). Toward Untangling Creative Self-Beliefs, In M. Karwowski, J. C. Kaufman (Eds.), The Creatıve Self, Effect of Beliefs, Self- Efficacy, Mindset, and Identit (1-22), London: Elsevier Inc.
  • Cayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences: Theory & Practice, 17 (6), 1959–1975.
  • Ceci M. W., Kumar V. K. (2016). A Correlational Study of Creativity, Happiness, Motivation, and Stress from Creative Pursuits, J Happiness Stud., 17:609–626.
  • Chen, C., Himsel, A., Kasof, J., Greenberger, E. & Dmitreiva, J. (2006). Boundless creativity: Evidence for Domain Generality of Individual Differences ın Creativity. Journal of Creative Behavior, 40, 179–199.
  • Changa Y. Y., Shih H. Y. (2018). Work Curiosity: A New Lens for Understanding Employee Creativity, Human Resource Management Review, Vol. 0, 1–11.
  • Choi J. N. (2004). Individual and Contextual Predictors of Creative Performance: The Mediating Role of Psychological Processes, Creativity Research Journal, Vol. 16 (3), 187–199.
  • Conti, R., Coon, H. & Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9, 385– 389.
  • Constantin, T., Holman, A., Maria M.A. (2011). Development and validation of a Motivational Persistence Scale. Psihologija, 45(2), 99-120.
  • Csikszentmihalyi M. (2014). The Systems Model of Creativity, Springer Science + Business Media Dordrecht, New York London.
  • Farmer, S. M., Tierney, P., & Kung-McIntyre, K. (2003). Employee creativity in Taiwan: An application of role identity theory. Academy of Management Journal, 46, 618–630.
  • Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 1998, 290–309.
  • Feldhusen, J. F. (1995). Creativity: A knowledge base, metacognitive skills, and personality factors. Journal of Creative Behaviour, 29, 255–268.
  • Forgeard M. J. C. and Mecklenburg A. C. (2013). The Two Dimensions of Motivation and a Reciprocal Model of the Creative Process. American Psychological Association, 17(3), 255–266.
  • Ghasemi F., Rastegar A., Jahromi R. G., Marvdashti R. R. (2011). The relationship between creativity and achievement motivation with high school students’ entrepreneurship, Procedia - Social and Behavioral Sciences, 30, 1291 – 1296.
  • Gu J., He C. and Liu H. (2015). Supervisory styles and graduate student creativity: the mediating roles of creative self-efficacy and intrinsic motivation, Studies in Higher Education, September 1-22.
  • Hagtvedt L. P., Dossinger K., Harrison S. H. and Huang L. (2018). Curiosity made the cat more creative: Specific curiosity as a driver of creativity, Organizational Behavior and Human Decision Processes, 150, 1–13.
  • Hardy, J. H., Ness, A. M., & Mecca, J. (2017). Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance. Personality and Individual Differences, 104, 230–237.
  • Hass, R.W., Katz-Buonincontro, J., & Reiter-Palmon, R. (2016). Disentangling creative mindsets from creative self-efficacy and creative identity: Do people hold fixed and growth theories of creativity? Psychology of Aesthetics, Creativity, and the Arts, 10, 436–446.
  • Hong E., Peng Y. & O’Neil H. F. (2014). Activities and Accomplishments in Various Domains: Relationships with Creative Personality and Creative Motivation in Adolescence. Roeper Review, 36(2), 92-103.
  • Ivcevıc Z., Mayer J. D. (2006). Creatıve Types and Personalıty, Imagınatıon, Cognıtıon And Personalıty, Vol. 26(1-2) 65-86.
  • Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247–258.
  • Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D.T. ve Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43, 987-998.
  • Kashdan, T. B., & Fincham, F. D. (2002). Facilitating creativity by regulating curiosity. The American Psychologist, 57(5), 373.
  • Kaufman J. C. & Beghetto R. A. (2013). In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative, Roeper Review, 35:155–165.
  • Kaufman J. C., Beghetto R. A., Watson C. (2015) Creative metacognition and self-ratings of creative performance: A 4-C perspective, Learning and Individual Differences, Vol. 0, 1–11.
  • Kaufman J. C., Plucker J.A., Baer J. (2008). Essentials of Creativity Assessment, John Wiley & Sons Inc., Hoboken, New Jersey.
  • Karwowski M. (2012). Did Curiosity Kill the Cat? Relationship Between Trait Curiosity, Creative Self-Efficacy and Creative Personal Identity. Europe's Journal of Psychology, 8(4), 547–558.
  • Karwowski M. (2014). Creative Mindsets: Measurement, Correlates, Consequences Psychology of Aesthetics, Creativity and the Arts, Vol. 8, No. 1, 62–70.
  • Karwowski, M. (2016). The Dynamics of Creative Self Concept: Changes and Reciprocal Relations Between Creative Self-Efficacy and Creative Personal İdentity. Creativity Research Journal, 28, 99–104.
  • Karwowski M., Kaufman J. C. (2017). The Nuances and Complexities of Who We Are When We Create: An Introduction to Creativity and the Self, In M. Karwowski M., J. C. Kaufman (Edt). The Creatıve Self, Effect of Beliefs, Self- Efficacy, Mindset, and Identity (p 9-15) London: Elsevier Inc.
  • Liu G., Zhang S., Zhang j., Lee C., Wang Y. and Brownell M. (2013). Autonomous Motivation and Chinese Adolescents’ Creative Thinking: The Moderating Role of Parental Involvement. Creatıvıty Research Journal, 25(4), 446–456.
  • Moneta, GB. & Rogaten, J. (2015). Development and validation of the short use of creative cognition scale in studying. Educational psychology, 35 (3), 294-314.
  • Mathisen G. E., Bronnick K. S. (2009). Creative Self-Efficacy: An İntervention Study International Journal of Educational Research, 48, 21–29.
  • Ozkal, N. (2014) Relationships Between Teachers’ Creativity Fostering Behaviors and Their Self-Efficacy Beliefs, Educational Research and Reviews 9(18), Pp. 724-733.
  • Pituch K. A., Stevens J. P. (2016). Applıed Multıvarıate Statıstıcs For the Socıal Scıences Analyses with Sas And Ibm ‘s Spss, Taylor& Francis, New York, 618 p.
  • Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53–66.
  • Plucker, J. A. (1998). Beware of simple conclusions: The case for the content generality of creativity. Creativity Research Journal, 11, 179–182.
  • Putwain D.W., Kearsley R., Symes W. (2012). Do creativity self-beliefs predict literacy achievement and motivation? Learning and Individual Differences, 22, 370–374.
  • Ryan R. M., Deci E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well- Being, American Psychologist, 55(1), 68-78.
  • Rogelio P.D. (2016). Creative Self-Efficacy: An Exploration of Its Antecedents, Consequences, And Applied Implications, The Journal of Psychology, 2016, Vol. 150, No. 2, 175–195.
  • Royston R., Reiter-Palmon R. (2017). Creative self-efficacy as mediator between creative mindsets and creative problem-solving, The Journal of Creative Behavior,1–10.
  • Sarıçam H., Akın A., Akın Ü. ve İlbay A.B. (2013). Motivasyonel Kararlılık Ölçeğinin Türkçe Formu: Geçerlik ve Güvenirlik Çalışması, Turkish Journal of Education, 3 (1), 60-69.
  • Schoen J. L. (2015). Effects of implicit achievement motivation, expected evaluations, and domain knowledge on creative performance. Journal of Organizational Behavior, 36, 319-338.
  • Sherry, A. & Henson, R.K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84 (1), 37-48.
  • Stanko-Kaczmarek, M. (2012). The Effect of Intrinsic Motivation on the Affect and Evaluation of the Creative Process Among Fine Arts Students, Creatıvıty Research Journal, 24 (4), 304–310.
  • Şahin F., Danışman Ş. (2017). Yaratıcı Kişilik Özellikleri Ölçeği: Güvenilirlik ve Geçerlik Çalışması, Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (2), 750-763.
  • Tabachnick, B. G., Fidell, L. S. (2007). Using multivariate statistics. Pearson Education Inc. Boston.
  • Tan C. S., Lau X. S., Kung Y. T. and Kailsan R. (2016). Openness to Experience Enhances Creativity: The Mediating Role of Intrinsic Motivation and the Creative Process Engagement, The Journal of Creative Behavior, Vol. 0, 1–11.
  • Tierney, P., Farmer, S. M. (2002). Creative Self-Efficacy: Its Potential Antecedents and Relationship to Creative Performance. Academy of Management Journal, 45, 1137–1148.
  • Tierney, P., Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293.
  • Yuan Y. H., Wu M. H., Hu M. L. and Lin I. C. (2017). Teacher’s Encouragement on Creativity, Intrinsic Motivation, and Creativity: The Mediating Role of Creative Process Engagement, The Journal of Creative Behavior, Vol. 0, Iss. 0, 1–13
  • Zhang J., Fan Y. and Zhang X. (2015). The Role of Power Motıvatıon In Creatıvıty: A Moderated Medıatıon Model, Socıal Behavıor and Personalıty, 43 (4), 613-628
  • Zhou, Q., Hirst, G., & Shipton, H. (2012). Promoting creativity at work: the role of problem solving demand. Applied Psychology: An International Review, 61, 56–80.
Year 2020, Volume: 4 Issue: 1, 46 - 59, 28.07.2020

Abstract

References

  • Acun N., Kapıkıran Ş. ve Kabasakal N. (2013). Merak ve Keşfetme Ölçeği II: Açımlayıcı ve Doğrulayıcı Faktör Analizleri ve Güvenirlik Çalışması, Türk Psikoloji Yazıları, Haziran 2013, 16 (31), 74-85.
  • Agnoli S., Runco M. A., Kirsch C. & Corazzaa G.E. (2018). The role of motivation in the prediction of creative achievement inside and outside of school environment, Thinking Skills and Creativity, 28 ,167–176.
  • Arslan, S. ve Ünal, D. (24-25 November2016). Üstün/Özel Yetenekli Öğrencilerin Eğitiminde Yaratıcı Biliş Sürecinin Değerlendirilmesi. International Conference on Quality in Higher Education (ICQH), ICQH 2016 Proc. Book, 992-995.
  • Amabile, T. M. (1985). Motivation and creativity: Effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399.
  • Amabile, T. M. (1993). Motivational synergy: Toward new conceptualizations of intrinsic and extrinsic motivation in the workplace. Human Resource Management Review, 3(3), 185–201.
  • Auger P., Woodman R. W. (2016). Creativity and Intrinsic Motivation: Exploring a Complex Relationship, The Journal of Applied Behavioral Science, July 1-25.
  • Bandura, A. (1977). Self-Efficacy: Toward A Unifying Theory of Behavioral Change. Psychological Review, 84 (2), 191–215.
  • Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18,447-457.
  • Beghetto R. A., Karwowski M. (2017). Toward Untangling Creative Self-Beliefs, In M. Karwowski, J. C. Kaufman (Eds.), The Creatıve Self, Effect of Beliefs, Self- Efficacy, Mindset, and Identit (1-22), London: Elsevier Inc.
  • Cayirdag, N. (2017). Creativity fostering teaching: Impact of creative self-efficacy and teacher efficacy. Educational Sciences: Theory & Practice, 17 (6), 1959–1975.
  • Ceci M. W., Kumar V. K. (2016). A Correlational Study of Creativity, Happiness, Motivation, and Stress from Creative Pursuits, J Happiness Stud., 17:609–626.
  • Chen, C., Himsel, A., Kasof, J., Greenberger, E. & Dmitreiva, J. (2006). Boundless creativity: Evidence for Domain Generality of Individual Differences ın Creativity. Journal of Creative Behavior, 40, 179–199.
  • Changa Y. Y., Shih H. Y. (2018). Work Curiosity: A New Lens for Understanding Employee Creativity, Human Resource Management Review, Vol. 0, 1–11.
  • Choi J. N. (2004). Individual and Contextual Predictors of Creative Performance: The Mediating Role of Psychological Processes, Creativity Research Journal, Vol. 16 (3), 187–199.
  • Conti, R., Coon, H. & Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9, 385– 389.
  • Constantin, T., Holman, A., Maria M.A. (2011). Development and validation of a Motivational Persistence Scale. Psihologija, 45(2), 99-120.
  • Csikszentmihalyi M. (2014). The Systems Model of Creativity, Springer Science + Business Media Dordrecht, New York London.
  • Farmer, S. M., Tierney, P., & Kung-McIntyre, K. (2003). Employee creativity in Taiwan: An application of role identity theory. Academy of Management Journal, 46, 618–630.
  • Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 1998, 290–309.
  • Feldhusen, J. F. (1995). Creativity: A knowledge base, metacognitive skills, and personality factors. Journal of Creative Behaviour, 29, 255–268.
  • Forgeard M. J. C. and Mecklenburg A. C. (2013). The Two Dimensions of Motivation and a Reciprocal Model of the Creative Process. American Psychological Association, 17(3), 255–266.
  • Ghasemi F., Rastegar A., Jahromi R. G., Marvdashti R. R. (2011). The relationship between creativity and achievement motivation with high school students’ entrepreneurship, Procedia - Social and Behavioral Sciences, 30, 1291 – 1296.
  • Gu J., He C. and Liu H. (2015). Supervisory styles and graduate student creativity: the mediating roles of creative self-efficacy and intrinsic motivation, Studies in Higher Education, September 1-22.
  • Hagtvedt L. P., Dossinger K., Harrison S. H. and Huang L. (2018). Curiosity made the cat more creative: Specific curiosity as a driver of creativity, Organizational Behavior and Human Decision Processes, 150, 1–13.
  • Hardy, J. H., Ness, A. M., & Mecca, J. (2017). Outside the box: Epistemic curiosity as a predictor of creative problem solving and creative performance. Personality and Individual Differences, 104, 230–237.
  • Hass, R.W., Katz-Buonincontro, J., & Reiter-Palmon, R. (2016). Disentangling creative mindsets from creative self-efficacy and creative identity: Do people hold fixed and growth theories of creativity? Psychology of Aesthetics, Creativity, and the Arts, 10, 436–446.
  • Hong E., Peng Y. & O’Neil H. F. (2014). Activities and Accomplishments in Various Domains: Relationships with Creative Personality and Creative Motivation in Adolescence. Roeper Review, 36(2), 92-103.
  • Ivcevıc Z., Mayer J. D. (2006). Creatıve Types and Personalıty, Imagınatıon, Cognıtıon And Personalıty, Vol. 26(1-2) 65-86.
  • Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247–258.
  • Kashdan, T. B., Gallagher, M. W., Silvia, P. J., Winterstein, B. P., Breen, W. E., Terhar, D.T. ve Steger, M. F. (2009). The curiosity and exploration inventory-II: Development, factor structure, and psychometrics. Journal of Research in Personality, 43, 987-998.
  • Kashdan, T. B., & Fincham, F. D. (2002). Facilitating creativity by regulating curiosity. The American Psychologist, 57(5), 373.
  • Kaufman J. C. & Beghetto R. A. (2013). In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative, Roeper Review, 35:155–165.
  • Kaufman J. C., Beghetto R. A., Watson C. (2015) Creative metacognition and self-ratings of creative performance: A 4-C perspective, Learning and Individual Differences, Vol. 0, 1–11.
  • Kaufman J. C., Plucker J.A., Baer J. (2008). Essentials of Creativity Assessment, John Wiley & Sons Inc., Hoboken, New Jersey.
  • Karwowski M. (2012). Did Curiosity Kill the Cat? Relationship Between Trait Curiosity, Creative Self-Efficacy and Creative Personal Identity. Europe's Journal of Psychology, 8(4), 547–558.
  • Karwowski M. (2014). Creative Mindsets: Measurement, Correlates, Consequences Psychology of Aesthetics, Creativity and the Arts, Vol. 8, No. 1, 62–70.
  • Karwowski, M. (2016). The Dynamics of Creative Self Concept: Changes and Reciprocal Relations Between Creative Self-Efficacy and Creative Personal İdentity. Creativity Research Journal, 28, 99–104.
  • Karwowski M., Kaufman J. C. (2017). The Nuances and Complexities of Who We Are When We Create: An Introduction to Creativity and the Self, In M. Karwowski M., J. C. Kaufman (Edt). The Creatıve Self, Effect of Beliefs, Self- Efficacy, Mindset, and Identity (p 9-15) London: Elsevier Inc.
  • Liu G., Zhang S., Zhang j., Lee C., Wang Y. and Brownell M. (2013). Autonomous Motivation and Chinese Adolescents’ Creative Thinking: The Moderating Role of Parental Involvement. Creatıvıty Research Journal, 25(4), 446–456.
  • Moneta, GB. & Rogaten, J. (2015). Development and validation of the short use of creative cognition scale in studying. Educational psychology, 35 (3), 294-314.
  • Mathisen G. E., Bronnick K. S. (2009). Creative Self-Efficacy: An İntervention Study International Journal of Educational Research, 48, 21–29.
  • Ozkal, N. (2014) Relationships Between Teachers’ Creativity Fostering Behaviors and Their Self-Efficacy Beliefs, Educational Research and Reviews 9(18), Pp. 724-733.
  • Pituch K. A., Stevens J. P. (2016). Applıed Multıvarıate Statıstıcs For the Socıal Scıences Analyses with Sas And Ibm ‘s Spss, Taylor& Francis, New York, 618 p.
  • Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20(1), 53–66.
  • Plucker, J. A. (1998). Beware of simple conclusions: The case for the content generality of creativity. Creativity Research Journal, 11, 179–182.
  • Putwain D.W., Kearsley R., Symes W. (2012). Do creativity self-beliefs predict literacy achievement and motivation? Learning and Individual Differences, 22, 370–374.
  • Ryan R. M., Deci E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well- Being, American Psychologist, 55(1), 68-78.
  • Rogelio P.D. (2016). Creative Self-Efficacy: An Exploration of Its Antecedents, Consequences, And Applied Implications, The Journal of Psychology, 2016, Vol. 150, No. 2, 175–195.
  • Royston R., Reiter-Palmon R. (2017). Creative self-efficacy as mediator between creative mindsets and creative problem-solving, The Journal of Creative Behavior,1–10.
  • Sarıçam H., Akın A., Akın Ü. ve İlbay A.B. (2013). Motivasyonel Kararlılık Ölçeğinin Türkçe Formu: Geçerlik ve Güvenirlik Çalışması, Turkish Journal of Education, 3 (1), 60-69.
  • Schoen J. L. (2015). Effects of implicit achievement motivation, expected evaluations, and domain knowledge on creative performance. Journal of Organizational Behavior, 36, 319-338.
  • Sherry, A. & Henson, R.K. (2005). Conducting and interpreting canonical correlation analysis in personality research: A user-friendly primer. Journal of Personality Assessment, 84 (1), 37-48.
  • Stanko-Kaczmarek, M. (2012). The Effect of Intrinsic Motivation on the Affect and Evaluation of the Creative Process Among Fine Arts Students, Creatıvıty Research Journal, 24 (4), 304–310.
  • Şahin F., Danışman Ş. (2017). Yaratıcı Kişilik Özellikleri Ölçeği: Güvenilirlik ve Geçerlik Çalışması, Karabük Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 7 (2), 750-763.
  • Tabachnick, B. G., Fidell, L. S. (2007). Using multivariate statistics. Pearson Education Inc. Boston.
  • Tan C. S., Lau X. S., Kung Y. T. and Kailsan R. (2016). Openness to Experience Enhances Creativity: The Mediating Role of Intrinsic Motivation and the Creative Process Engagement, The Journal of Creative Behavior, Vol. 0, 1–11.
  • Tierney, P., Farmer, S. M. (2002). Creative Self-Efficacy: Its Potential Antecedents and Relationship to Creative Performance. Academy of Management Journal, 45, 1137–1148.
  • Tierney, P., Farmer, S. M. (2011). Creative self-efficacy development and creative performance over time. Journal of Applied Psychology, 96, 277–293.
  • Yuan Y. H., Wu M. H., Hu M. L. and Lin I. C. (2017). Teacher’s Encouragement on Creativity, Intrinsic Motivation, and Creativity: The Mediating Role of Creative Process Engagement, The Journal of Creative Behavior, Vol. 0, Iss. 0, 1–13
  • Zhang J., Fan Y. and Zhang X. (2015). The Role of Power Motıvatıon In Creatıvıty: A Moderated Medıatıon Model, Socıal Behavıor and Personalıty, 43 (4), 613-628
  • Zhou, Q., Hirst, G., & Shipton, H. (2012). Promoting creativity at work: the role of problem solving demand. Applied Psychology: An International Review, 61, 56–80.
There are 61 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Eğitim Bilimleri
Authors

Şenol Duran This is me 0000-0002-7293-6196

Publication Date July 28, 2020
Published in Issue Year 2020 Volume: 4 Issue: 1

Cite

APA Duran, Ş. (2020). Yaratıcı Öz / Creative Self. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 4(1), 46-59.