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Intersections in Design Thinking and Art Thinking: Towards Interdisciplinary Innovation

References AIGA. (2017). AIGA Designer 2025: Why design education should pay attention to trends. Retrieved from Amabile, T.M. (1988). A Model of Creativity and Innovation in Organizations. Research in Organizational Behavior, 10, 123-167. Amabile, T. (1996). Creativity in context: Update to the social psychology of creativity. Boulder, CO: Westview. Armbruster, B. (1989). Metacognition in creativity. In J. Glover, R

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Development and Validation of the Influence Regulation and Deinfluentization Scale (DEI-beh)

manual . Odessa, FL: Psychological Assessment Resources. Cropley, D.H.& Cropley, A.J. (2010). Understanding the innovation-friendly institutional environment: a psychological framework. Baltic Journal of Psychology, vol.11, 1,2, pp. 73‒87. Denning, P.J. (2004). The social life of innovation. Communication of the ACM, vol.47, 4, April. Drucker, P.F. (1985). The discipline of innovation. Harvard Business Review, vol.63, 3 . Edelman Trust Barometer. (2015). 205 Edelman Trust Barometer: Executive summary . Retrieved from http

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The Polish Adaptation of FACES IV-SOR

. Walsh (ed.) Normal Family Processes (3 rd Ed). New York: Guilford, s. 514-547. Olson, D.H., Gorall, D.M., Tiesel, J.W. (2006). FACES IV Package. Administration Manual . Minneapolis: Life Innovation. Olson, D.H. (2011). FACES IV & the Circumplex Model: Validation Study. Journal of Marital & Family Therapy , 3, 1, 64-80. Olson, D. H., Sprenkle, D. H., & Russell, C. (1979). Circumplex Model of Marital and Family Systems: I. Cohesion and adaptability dimensions, family types, and clinical applications. Family Process , 18 , 3-28. Olson, D. H

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Psycho-social determinants of sexual satisfaction in young, middle and late adulthood

? Archives of sexual behavior, 26(4), 1−30. Holt, A., & Lyness, K. (2007). Body image and sexual satisfaction. Implications for couple therapy. Journal of Couple & Relationship Therapy: Innovations in Clinical and Educational Interventions. 6(3), 45−68. Hudson, w. (1998): Davis, C., Yarber, W., Bauserman, R., Schreer, G., & Davis, S. Handbook of sexuality- related measures. London: SAGE Publications, 512−513. Imieliński, K. (1990). Seksiatria. Warszawa: Państwowe Wydawnictwo Naukowe. Imieliński, K.(1984

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Development of the Creative Self-Concept

York: Cambridge University Press. Piaget, J. (1936). Origins of intelligence in the child. London: Routledge & Kegan Paul. Rostan, S. M. (1998). A study of the development of young artists: The emergence of on artistic and creative identity. Journal of Creative Behavior, 32, 278-301. Sawyer, R. K. (2006). Educating for innovation. Thinking Skills and Creativity,1, 41-48. Scott, C. L. (1999). Teachers' biases toward creative children. Creativity Research Journal, 12, 321-328. Simonton, D

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The Torrance Tests of Creative Thinking - Figural or Verbal: Which One Should We Use?

(TTCT). Psychology of Aesthetics, Creativity, and the Arts, 5, 314-315. Kim, K. H. (2011b). The APA 2009 Division 10 debate: Are the Torrance tests still relevant in the 21st century? Psychology of Aesthetics, Creativity, and the Arts. 5, 302-308. Kim, K. H. (2011c). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23, 285-295. Kim, K. H. (2016). The creativity challenge: How we can recapture American innovation. Amherst, NY

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Teachers’ Beliefs About Creativity and Possibilities for its Development in Polish High Schools: A Qualitative Study


The aim of the present study was to research teachers’ beliefs about creativity and possibilities for its development in Polish high schools. The study consisted of in-depth interviews. It was conducted with a group of 15 high school teachers, all of whom taught the key subjects (math, Polish and foreign languages) for the final school-leaving examination. The qualitative thematic analysis applied to the collected data revealed eight themes. Each of them concerned the teachers’ understanding of what creativity really is, their attitude towards students’ creative activity at school, aims that they formulated to stimulate their creativity, as well as the role and place of students’ creative activity at school. In addition, the themes referred to actions that had been taken by the teachers to stimulate their students’ creativity and factors that inhibited or stimulated the development of students’ creativity at school. The teachers, who were the subject of the analysis, understood creativity as creative potential, that is, the ability to think independently, to give new and original solutions to all sorts of tasks and problems, as well as creative activity oriented towards everyday innovation. Additionally, the study revealed that there exists a creativity gap between verbal support for developing students’ creativity at school and classroom practice.

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Creativity’s Need for Relevance in Research and Real Life: Let’s Set a New Agenda for Positive Outcomes

, 17-34. Amabile, T. M., Schatzel, E. A., Moneta, G. B., & Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. The Leadership Quarterly , 15 , 5-32. Adarves-Yorno, I., Haslam, S. A, & Postmes, T. (2008). And now for something completely different? The impact of group membership on perceptions of creativity. Social Influence, 3 , 248-266. Adarves-Yorno, I., Postmes, T., & Haslam, S. A. (2007). Creative innovation or crazy irrelevance? The contribution of group norms and social identity to

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Creativity and Leadership in Organizations: A Literature Review

REFERENCES Achrol, R. S. (1991). Evolution of the marketing organization: New forms for turbulent environments. Journal of Marketing, 55 (4), 77-93. Ahuja, G., & Katila, R. (2001). Technological acquisitions and the innovation performance of acquiring firms: A longitudinal study. Strategic Management Journal, 22 , 197-220. Amabile, T. M., Schatzel, E. A., Moneta, G. B., & Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. The Leadership Quarterly, 15 , 5-32. Amabile, T. M. (1983

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Comment on “The Psychology of Creativity: A Critical Reading” by Vlad Petre Glăveanu

–598. Glăveanu, V. P. (2014). The psychology of creativity: A critical reading. Creativity. Theories – Research – Applications, 1 , 10-32; DOI: 10.15290/ctra.2014.01.01.02. Hennessey, B.A. (2003). Is the social psychology of creativity really social?: Moving beyond a focus on the individual. In P. Paulus, & B. Nijstad (Eds.), Group creativity: Innovation through collaboration (pp. 181-201). New York: Oxford University Press. Hennessey, B.A. (1994). The consensual assessment technique: An examination of there lationship between ratings of product and process

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