Creativity, our innate ability to generate new, diverse, and pertinent ideas, is universally recognized as a factor crucial to cultural, technological, and evolutionary advancement. Contemporary research within psychology predominantly focuses on two broad perspectives on creativity: the individualistic focus and the sociocultural view. The former paradigm mostly revolves around cognitive processes and personality traits of creative individuals, while the latter prioritizes the collective aspect of creativity, manifesting in socio-cultural systems, groups, or organizations. Recently, there has been an emergent focus on creativity awareness, which is an individual's awareness and intentional engagement in creative processes. Using such a perspective might be useful to evolve our understanding of creativity in the context of society.
Our overall aim is to provide a robust and nuanced understanding of creativity awareness in the psychology of creativity. This article collection aims to bridge the extant literature gap by inviting interdisciplinary, empirical, and theoretical efforts focused on understanding and enhancing creativity awareness. The goal is to go beyond the understanding of creativity as merely a cognitive function or an output of societal influences and to explore creativity awareness as an essential component in driving creative behavior.
How does one's awareness of their creativity, and the deliberate engagement using that creativity, influence both the generation and execution of creative ideas? We seek to address questions about the intricacies of this relationship and the cognitive mechanisms underlying it, and how it intersects with other psychological constructs like self-efficacy, motivation, and well-being.
We welcome submissions at the intersection of psychology and creativity; empirical research, experimental studies, theoretical frameworks, meta-analyses, and comprehensive reviews will add to the diversity of viewpoints. This includes papers that focus on enhancing creativity awareness, its psychological mechanisms, and ways to facilitate it in various age groups, as well as in different contexts: education, organizational, or societal. Papers that take an experimental approach to creativity awareness will be given strong consideration. Research in young adults, children, and adolescents is strongly recommended for inclusion in this topic. Papers that use the Torrance Creative Thinking Test will be especially welcome.
Proposals structured around theories like Dual Process Theory, Flow Theory, and The Four C model of creativity, proposing a unique interpretation or integration to explain creativity awareness, will be given due consideration.
Connected narratives on how fostering creativity awareness, as an approach, could cultivate creativity at an individual, group, or societal level will also be considered for inclusion.
All papers must contain the following elements:
1. A discussion on what creativity is
2. A theoretical approach to creativity
3. How creativity exists in context.
We will consider the following article types:
- Original research
- Systematic review
- Brief research report
- Methods
- Review
- Hypothesis and Theory
- Community case study
- Perspective
- Case Report
- Conceptual analysis
- Curriculum, Instruction, and Pedagogy
Creativity, our innate ability to generate new, diverse, and pertinent ideas, is universally recognized as a factor crucial to cultural, technological, and evolutionary advancement. Contemporary research within psychology predominantly focuses on two broad perspectives on creativity: the individualistic focus and the sociocultural view. The former paradigm mostly revolves around cognitive processes and personality traits of creative individuals, while the latter prioritizes the collective aspect of creativity, manifesting in socio-cultural systems, groups, or organizations. Recently, there has been an emergent focus on creativity awareness, which is an individual's awareness and intentional engagement in creative processes. Using such a perspective might be useful to evolve our understanding of creativity in the context of society.
Our overall aim is to provide a robust and nuanced understanding of creativity awareness in the psychology of creativity. This article collection aims to bridge the extant literature gap by inviting interdisciplinary, empirical, and theoretical efforts focused on understanding and enhancing creativity awareness. The goal is to go beyond the understanding of creativity as merely a cognitive function or an output of societal influences and to explore creativity awareness as an essential component in driving creative behavior.
How does one's awareness of their creativity, and the deliberate engagement using that creativity, influence both the generation and execution of creative ideas? We seek to address questions about the intricacies of this relationship and the cognitive mechanisms underlying it, and how it intersects with other psychological constructs like self-efficacy, motivation, and well-being.
We welcome submissions at the intersection of psychology and creativity; empirical research, experimental studies, theoretical frameworks, meta-analyses, and comprehensive reviews will add to the diversity of viewpoints. This includes papers that focus on enhancing creativity awareness, its psychological mechanisms, and ways to facilitate it in various age groups, as well as in different contexts: education, organizational, or societal. Papers that take an experimental approach to creativity awareness will be given strong consideration. Research in young adults, children, and adolescents is strongly recommended for inclusion in this topic. Papers that use the Torrance Creative Thinking Test will be especially welcome.
Proposals structured around theories like Dual Process Theory, Flow Theory, and The Four C model of creativity, proposing a unique interpretation or integration to explain creativity awareness, will be given due consideration.
Connected narratives on how fostering creativity awareness, as an approach, could cultivate creativity at an individual, group, or societal level will also be considered for inclusion.
All papers must contain the following elements:
1. A discussion on what creativity is
2. A theoretical approach to creativity
3. How creativity exists in context.
We will consider the following article types:
- Original research
- Systematic review
- Brief research report
- Methods
- Review
- Hypothesis and Theory
- Community case study
- Perspective
- Case Report
- Conceptual analysis
- Curriculum, Instruction, and Pedagogy