Definitions and Beliefs about Creativity: Perspectives of Primary School Teachers, Students and Parents in Croatia
Marijana Županić Benić

Summary:  According to the standard definition, creativity is a process that results in the creation of an original product that is considered to be useful and effective by society or social group at a certain time. Contemporary educational policies emphasise the importance of developing creativity, but the implementation of policies depends on several factors. Intrinsic theories of creativity suggest that the perception of creativity and creative people depends on personal beliefs about creativity, so it is important to understand teachers’, parents’ and students’ beliefs about creativity. A survey was administered to 185 participants. The sample consisted of students (n = 62), parents (n = 61) and teachers (n = 62) sampled from elementary schools in Zagreb and Rijeka, Croatia. Although similarities were observed among the three groups, in some cases, the students’ definitions and beliefs about creativity were significantly different compared with the teachers’ and parents’ definitions and beliefs. Students were more likely to associate creativity with quirky ideas and were less likely to associate it with problem solving compared with teachers and parents. They were also less likely to agree with the notion that creativity implies breaking the determined rules and were more likely to agree that creativity is a manifestation of confidence and self-actualisation when compared with teachers and parents.

Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.