Zorana Ivčević

Yale University

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Marc A. Brackett

Yale University

Jessica D. Hoffmann

Yale University

James C. Kaufman

University of Connecticut

Julia Moeller

Universität Greifswald

Arielle E. White

Yale University

Nalini Ambady

London Business School

David B. Pillemer

University of New Hampshire

Shengjie Lin

The First Affiliated Hospital, Sun Yat-sen University

John D. Mayer

University of New Hampshire

Roni Reiter‐Palmon

University of Nebraska at Omaha

Cooperative Institutions

Yale University

Université Paris Cité

Harvard University

Laboratoire de Psychologie et d’Ergonomie Appliquées

University of Wrocław

Institute of Psychology

Université Gustave Eiffel

University of Connecticut

University of North Carolina at Greensboro

University of Cambridge

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Creativity Assessment in Higher Education

IGI Global eBooks (2009)

Christine Charyton Zorana Ivčević Jonathan A. Plucker James C. Kaufman

This chapter discusses creativity assessment as a means for evaluating skills required in higher education. Creativity is assessed in the context of the creative person, process, product and press or environment. Creativity is also measured differently in various domains, which we illustrate using divergent thinking tests. A historical view of creativity assessment is addressed with a substantive approach to understanding the construct of creativity, its measurement and evaluation, and the broader implications for use in higher education settings. The authors provide a comprehensive overview of the different ways creativity is assessed and hope to inform researchers concerned about finding ways to better individualize instruction and to evaluate the effectiveness of educational programs.

Creativity technique

10.4018/978-1-60566-667-9.ch005

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Citations (3)

Editorial: Creativity and Innovation in Times of Crisis (COVID-19)

Frontiers in Psychology (2022)

Min Tang Roni Reiter‐Palmon Zorana Ivčević

EDITORIAL article Front. Psychol., 23 March 2022Sec. Organizational Psychology Volume 13 - 2022 | https://doi.org/10.3389/fpsyg.2022.858907

2019-20 coronavirus outbreak

10.3389/fpsyg.2022.858907

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Citations (8)

Personality, Emotions, and Creativity

Cambridge University Press eBooks (2021)

Jessica D. Hoffmann Zorana Ivčević Gregory J. Feist

This textbook is a systematic and straightforward introduction to the interdisciplinary study of creativity. Each chapter is written by one or more of the world's experts and features the latest research developments, alongside foundational knowledge. Each chapter also includes an introduction, key terms, and critical thought questions to promote active learning. Topics and authors have been selected to represent a comprehensive and balanced overview. Any reader will come away with a deeper understanding of how creativity is studied – and how they can improve their own creativity.

10.1017/9781108776721.010

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Citations (33)

Emotions and Creativity

Cambridge University Press eBooks (2019)

Zorana Ivčević Jessica D. Hoffmann

10.1017/9781316979839.015

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Citations (30)

Creativity, emotion and art:Development and initial evaluation of a workshop for professional adults

The International Journal of Creativity and Problem Solving (2015)

Marina Ebert Jessica D. Hoffmann Zorana Ivčević Christine Phan Marc A. Brackett

A workshop was designed to teach professional adults a set of creativity (problem finding and idea generation) and emotional intelligence (using emotions to facilitate thinking and understanding emotions) skills through engagement with the visual arts. Skills were developed and practiced over eight sessions and applied to real-life problems identified by participants. After participating in the workshop, participants showed more positive attitudes towards creativity, emotional intelligence, and art appreciation. Participants reported higher self-perceived creative and emotion skills and expressed high satisfaction with the workshop.

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Self-Esteem Memories: Feeling Good About Achievement Success, Feeling Bad About Relationship Distress

Personality and Social Psychology Bulletin (2007)

David B. Pillemer Zorana Ivčević Rachel A. Gooze Katherine A. Collins

College students and middle-aged adults provided memories of occasions when they felt especially good or especially bad about themselves. Probes directed the memory search to several age intervals during childhood, adolescence, and adulthood. Predominant themes represented in self-esteem memories differed consistently as a function of emotional valence. Memories of positive self-worth frequently focused on achievement/mastery themes, whereas memories of negative self-worth frequently focused on interpersonal/affiliation themes. When people evaluate the self through the lens of autobiographical memory, interpersonal distress is portrayed as especially damaging and achievement success is portrayed as especially enhancing. The asymmetry between positive and negative self-esteem memories is explained using multiple theoretical perspectives within social and personality psychology.

Autobiographical Memory

10.1177/0146167207303952

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Citations (37)

How Crises May Relate to Creativity and Innovation: An Introduction

Springer eBooks (2024)

Min Tang Zorana Ivčević Magdalena G. Grohman Roni Reiter‐Palmon

10.1007/978-3-031-61782-9_1

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Transformational Creativity in Education

Springer eBooks (2024)