Keywords
Creative aptitude
Postsecondary Students
How to Cite
Abstract
The objective of this study was to investigate the perception of 64 engineering students regarding facilitating and inhibiting factors in expressing personal creativity. The semi-structured interview was utilized for data gathering. Preparation, incentive, intelligence, and self-confidence were the factors most discussed as facilitators of expression of personal creativity. On the other hand, lack of flexibility, fear of making mistakes, lack of motivation and incentives were the factors most illustrated as inhibitors. A significant number of students expressed that there are barriers to expressing creativity, some more frequent among women, and some among men.
Adams, J. L. (1986). Conceptual blockbusting. A pleasurable guide to better problem solving. New York: Norton.
Alencar, E. M. L. S. (1999). Barreiras à criatividade pessoal: Desenvolvimento de um instrumento de medida. Psicologia Escolar e Educacional, 3, 123-132.
Alencar, E. M. L. S. (2001). Obstacles to personal creativity among university students. Gifted Education International, 15, 133-140.
Alencar, E. M. L. S. (2002). Mastering creativity for education in the 21th century. Proceedings of the Biennial World Conference of the World Council for Gifted and Talented Children (pp. 13-21), Northridge, US A.
Alencar, E. M. L. S. (2005). A gerência da criatividade. São Paulo: Makron.
Alencar, E. M. L. S. & Fleith, D. S. (2003a). Criatividade. Múltiplas perspectivas. Brasília: Editora da Universidade de Brasilia.
Alencar, E. M. L. S. & Fleith, D. S. (2003b). Barreiras à criatividade pessoal entre professores de distintos níveis de ensino. Psicologia: Reflexão e Crítica, 16, 63-69.
Alencar, E. M. L. S., Fleith, D. S. & Martínez, A. M. (2003). Obstacles to creativity among Brazilian and Mexican university students: A comparative study. The Journal of Creative Behavior, 37, 179-192.
Alencar, E. M. L. S. & Martínez, A. M. (1998). Barreiras à expressão da criatividade entre profissionais brasileiros, cubanos e portugueses. Psicologia Escolar e Educacional, 2, 23-32.
Alencar, E. M. L. S., Neves-Pereira, M. S., Ribeiro, R. & Brandão, S. N. (1997). Fatores facilitadores e inibidores à produção criativa do pesquisador. Cadernos de Psicologia, 1, 143-152.
Alencar, E. M. L. S., Oliveira, A. C., Ribeiro, R. & Brandão, S. N. (1996). Barreiras à expressão da criatividade entre profissionais da área de educação. Anais da XXVI Reunião Anual da Sociedade Brasileira de Psicologia (p. 113). Ribeirão Preto: Sociedade Brasileira de Psicologia.
Amabile, T. M. (1990). Within you, without you: The social psychology of creativity and beyond. In M. A. Runco & R. S. Albert (Eds.), Theories of creativity (pp. 61-91). Newberry Park: Sage.
Amabile, T. M. (1996). Creativity in context. Bouldes, CO: Westview Press.
Amabile, T. M. (1999). Como não matar a criatividade. HSM Management, 12, 110-116.
Amabile, T. M. & Tighe, E. (1993). Questions of creativity. In J. Brockman (Ed.), Creativity (pp. 7-27). New York: Touchstone.
Arieti, S. (1976). Creativity. The magic synthesis. New York: Basic Books.
Bruno-Faria, M. F. & Alencar, E. M. L. S. (1996). Estímulos e barreiras à criatividade no ambiente de trabalho. Revista de Administração, 31(2), 50-61.
Castanho, M. E. L. M. (2000). A criatividade na sala de aula universitária. In I. P. Veiga, & M. E. L. M. Castanho (Eds.), Pedagogia universitária. A aula em foco (pp. 75-89). São Paulo: Papirus.
Cole, D. G., Sugioka, H. L. & Yamagata-Lynch, L. C. (1999). Supportive classroom environments for creativity in higher education. Journal of Creative Behavior, 33, 277-292.
Cropley, A. J. (1997). Fostering creativity in the classroom: General principles. In M. A. Runco (Ed.), The creativity research handbook (pp. 83-114). Creskill, NJ: Hampton Press.
Cropley, A. J. (2005). Creativity in education and learning. London: Routledge.
Esquivel, G. B. & Hodes, T. G. (2003). Creativity, development and personality. In J. Houtz (Ed.), The Educational Psychology of creativity (pp. 135-165). Creskill, NJ: Hampton Press.
Furman, A. (1998). Teacher and pupil characteristics in the perception of the creativity of classroom climate. The Journal of Creative Behavior, 32, 258-277.
Henessey, B. A. & Amabile, T. M. (1988). The conditions of creativity. In R. J. Sternberg (Ed.), The nature of creativity (pp. 11-38). New York: Cambridge University Press.
Joly, M. C. R. & Guerra, P. B. C. (2004). Compreensão em leitura e barreiras à criatividade: Um estudo com universitários ingressantes. Psico, 35, 151-159.
Jones, L. (1993). Barriers to creativity and their relationship to individual, group, and organizational behavior. In S. G. Isaksen, M. C. Mordock, R. L. Firestien & D. J. Treffinger (Eds.), Nurturing and developing creativity: The emergence of a discipline (pp. 133-154). Norwood, NJ: Ablex.
MacKinnon, D. W. (1978). In search of human effectiveness. Identifying and developing creativity. Buffalo, NY: The Creative Education Foundation.
Martínez, A. M. (2002). A criatividade na escola: três direções de trabalho. Linhas Críticas, 8, 189-206.
Mostyn, B. (1985). The content analysis of qualitative research data: A dynamic approach. In M. Brenner, J. Brown & D. Canter (Eds.), The research interview: Uses and approaches (pp. 115-145). London: Academic Press.
Parnes, S. J. (1967). Creative Behavior Guidbook. New York: Charles Scribners.
Paulovich, A. (1993). Creativity and graduate education. Molecular Biology of the Cell, 4, 565-568.
Rickards, T. & Jones, L. (1991). Toward the identification of situational barriers to creative behaviors: The development of a self report inventory. Creativity Research Journal, 4, 303-315.
Ruiz, M. M. (2004). Estratégias motivacionais: estudo exploratório com universitários de um curso noturno de administração escolar. Psicologia Escolar e Educacional, 8, 167-177.
Shallcross, D. J. (1981). Teaching creative behavior. Englewood Cliffs, NJ: PrenticeHall.
Sternberg, R. J. (1991). A theory of creativity. Trabalho apresentado no XIV School Psychology Association Colloquium, Braga, Portugal.
Sternberg, R. J. & Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-31.
Sternberg, R. J. & Lubart, T. I. (1995). Defying the crowd. Cultivating creativity in a culture of conformity. New York: The Free Press.
Sternberg, R. J. & Lubart, T. I. (1996). Investing in creativity. American Psychologist, 51, 677-688.
Talbot, R. (1993). Creativity in the organizational context: Implications for training. In S. G. Isaksen, M. C. Mordock, R. L. Firestien, & D. J. Treffinger (Eds.), Nurturing and developing creativity: The emergence of a discipline (pp. 177-214). Norwood, NJ: Ablex.
Tolliver, J. M. (1985). Creativity at university. Gifted Education International, 3, 32-35.
Toren, K. (1993). Transformations in management education. American Behavioral Scientist, 37, 112-120.
Weisberg, R. W. (1993). Creativity. Beyond the myth of genius. New York: W. H. Freeman.
Magis, International Journal of Research in Education by Pontificia Universidad Javeriana is registered under a Creative Commons Attribution 4.0 International Public License. Thus, this work may be reproduced, distributed, and publicly shared in digital format, as long as the names of the authors and Pontificia Universidad Javeriana are acknowledged. Others are allowed to quote, adapt, transform, auto-archive, republish, and create based on this material, for any purpose (even commercial ones), provided the authorship is duly acknowledged, a link to the original work is provided, and it is specified if changes have behttps://creativecommons.org/licenses/by/4.0/en made. Pontificia Universidad Javeriana does not hold the rights of published works and the authors are solely responsible for the contents of their works; they keep the moral, intellectual, privacy, and publicity rights.
Approving the intervention of the work (review, copy-editing, translation, layout) and the following outreach, are granted through an use license and not through an assignment of rights. This means the journal and Pontificia Universidad Javeriana cannot be held responsible for any ethical malpractice by the authors. As a consequence of the protection granted by the use license, the journal is not required to publish recantations or modify information already published, unless the errata stems from the editorial management process. Publishing contents in this journal does not generate royalties for contributors.
Creative Commons Attribution 4.0 International Public License