NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ888039
Record Type: Journal
Publication Date: 2009
Pages: 17
Abstractor: As Provided
Reference Count: 72
ISSN: ISSN-0022-0175
Fostering Creativity in the Classroom: Effects of Teachers' Epistemological Beliefs, Motivation, and Goal Orientation
Hong, Eunsook; Hartzell, Stephanie A.; Greene, Mary T.
Journal of Creative Behavior, v43 n3 p192-208 2009
The relationships of teachers' epistemological beliefs, motivation, and goal orientation to their instructional practices that foster student creativity were examined. Teachers' perceived instructional practices that facilitate the development of multiple perspectives in problem solving, transfer, task commitment, creative skill use, and collaboration were measured as indicators of their effort to foster creative thinking in students. Participants were 178 elementary-school teachers of third-, fourth-, and fifth-graders. Teachers' learning goal orientation was the most significant teacher attribute that demonstrated significant impacts on all five creativity-fostering instructional practices. Teachers with sophisticated beliefs about knowledge and with high intrinsic motivation for creative work also reported supporting student creativity through some of their instructional practices. However, teachers' motivation for challenging work, beliefs about learning, or performance goals did not significantly predict most of the creativity-fostering instructional practices. Educational implications of the current findings are offered. (Contains 2 tables.)
Creative Education Foundation. 48 North Pleasant Street Suite 301, Amherst, MA 01002. Tel: 508-960-0000; Fax: 413-658-0046; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A