Meta-creativity: what is it and how does it relate to creativity?

Zemira R. Mevarech, Nurit Paz-Baruch

Research output: Contribution to journalArticlepeer-review

9 Scopus citations

Abstract

The purpose of the present study was to explore the extent to which students with different levels of creativity also differ in their implementation of metacognitive and meta-creative processes. Participants included 221 students in Grades 4, 5, and 6 (104 girls, 117 boys; mean age = 10.5; SD = 0.84). Creativity was assessed using the Unusual Uses of a Cardboard Box Test (UUT; a segment of the Torrance Test for Creative Thinking; Torrance, 1974). A self-reported student questionnaire assessed metacognition and meta-creativity. Results indicate significant differences between students with high, medium, or low levels of creativity on the meta-creative measure but not on the metacognitive measure. The theoretical and practical implications are discussed.

Original languageEnglish
Pages (from-to)427-441
Number of pages15
JournalMetacognition and Learning
Volume17
Issue number2
Early online date22 Jan 2022
DOIs
StatePublished - Aug 2022

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

Funding

This project was made possible through the support of a grant from the Israel Science Foundation (2690/17) in collaboration with the Israeli Ministry of Education.

FundersFunder number
Israeli Ministry of Education
Israel Science Foundation2690/17

    Keywords

    • Creativity
    • Elementary school children
    • Meta-creativity
    • Metacognition
    • Metaprocesses

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