TY - JOUR
T1 - Why isn't creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research
AU - Plucker, Jonathan A.
AU - Beghetto, Ronald A.
AU - Dow, Gayle T.
PY - 2004/3
Y1 - 2004/3
N2 - The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.
AB - The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.
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U2 - 10.1207/s15326985ep3902_1
DO - 10.1207/s15326985ep3902_1
M3 - Article
AN - SCOPUS:2942670636
SN - 0046-1520
VL - 39
SP - 83
EP - 96
JO - Educational Psychologist
JF - Educational Psychologist
IS - 2
ER -