Implicit Theories of Creativity of Secondary School Students from Estonia and Russia: Effects of Collectivism, Individualism, and a Bilingual Educational Environment

Autor/inn/en	Nemeržitski, Stanislav
Titel	Implicit Theories of Creativity of Secondary School Students from Estonia and Russia: Effects of Collectivism, Individualism, and a Bilingual Educational Environment
Quelle	In: Creativity Research Journal, 29 (2017) 1, S.56-62 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-0419
DOI	10.1080/10400419.2017.1263510
Schlagwörter	Creativity; Foreign Countries; Collectivism; Individualism; Bilingual Education; Educational Environment; Creative Activities; Bilingualism; Control Groups; Secondary School Students; Grade 10; Grade 11; Grade 12; Finno Ugric Languages; Russian; Language of Instruction; Correlation; Regression (Statistics); Statistical Analysis; Theories; Estonia + Suchen Sie Ihr Suchwort? Kreativität; Ausland; Individualismus; Bilingual teaching; Bilingualer Unterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bilingualismus; Sekundarschüler; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Russisch; Teaching language; Unterrichtssprache; Korrelation; Regression; Regressionsanalyse; Statistische Analyse; Theory; Theorie; Estland
Abstract	Implicit theories of creativity provide an understanding of attitude towards among different populations, including students. Insights on how students see and define creativity might help to adjust educational settings and thus make it possible to provide students with better conditions to support their creativity. Although many studies have been conducted on creativity in different cultural settings, little is known on individualism or collectivism is connected to implicit theories of creativity. This study was carried out among secondary school students in Estonia and Russia to identify possible differences in how students from different cultural backgrounds (and varying in individualism and collectivism) define creativity. The results indicated that there were differences in how students from Estonia and Russia defined creativity: Although students from Russia tend to identify creativity more with novel ideas, students from Estonia defined creativity more in terms of self-expression (students from schools with Estonian as the language of instruction) and uniqueness (students from schools with Russian as the language of instruction). Implications and further research suggestions are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01