TY - JOUR
T1 - Metacognition as a Moderator of Creative Ideation and Creative Production
AU - Puryear, Jeb S.
N1 - Publisher Copyright:
© 2015, Copyright © Taylor & Francis Group, LLC.
PY - 2015/10/2
Y1 - 2015/10/2
N2 - Recent theoretical work has called for exploration of the moderating effects of cognitive factors on the relationship between creative ideation and creative production. The Cognitive-Creative Sifting model suggests skills in processing and transforming information influence the association. This study used the Runco Ideational Behavior Scale, Metacognitive Awareness Inventory, and Creative Behavior Inventory to test the moderating effect. Medium to large moderator effects (f2 = .015 to f2 = .041) were observed across previous theoretically proposed aspects of metacognition. A large, statistically significant moderator effect was observed for overall metacognition (f2 = .031). Observed differences across subcomponents of metacognition paralleled theoretical connections between metacognition and creativity. Further studies are suggested using more diverse creativity measures, as well as tests for other cognitive sifters. Implications for educational practice, particularly regarding the creatively gifted, are offered.
AB - Recent theoretical work has called for exploration of the moderating effects of cognitive factors on the relationship between creative ideation and creative production. The Cognitive-Creative Sifting model suggests skills in processing and transforming information influence the association. This study used the Runco Ideational Behavior Scale, Metacognitive Awareness Inventory, and Creative Behavior Inventory to test the moderating effect. Medium to large moderator effects (f2 = .015 to f2 = .041) were observed across previous theoretically proposed aspects of metacognition. A large, statistically significant moderator effect was observed for overall metacognition (f2 = .031). Observed differences across subcomponents of metacognition paralleled theoretical connections between metacognition and creativity. Further studies are suggested using more diverse creativity measures, as well as tests for other cognitive sifters. Implications for educational practice, particularly regarding the creatively gifted, are offered.
UR - http://www.scopus.com/inward/record.url?scp=84947244439&partnerID=8YFLogxK
U2 - 10.1080/10400419.2015.1087270
DO - 10.1080/10400419.2015.1087270
M3 - Article
AN - SCOPUS:84947244439
SN - 1040-0419
VL - 27
SP - 334
EP - 341
JO - Creativity Research Journal
JF - Creativity Research Journal
IS - 4
ER -