Nurture the perceived value of creativity through joyful practice, task relevance, varied tasks, and enthusiastic teacher modeling¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 3 studies (2 review, 1 associational), q2–q3 · 0 of 3 report an effect size · 2 claims rest on one study

Description¶

Because the perceived value of creativity shaped task interest, which remained stable over time and sustained engagement, the article recommends classroom environments that nurture this value. Drawing on intervention research in other domains, it states that "fostering the perceived value of creativity can be especially effective when students experience the joy of task resolution through repeated practice, recognize the relevance of tasks for their lives and future goals, engage in novel and varied tasks, and are guided by teachers who demonstrate enthusiasm for creative problem-solving."

Design Implications¶

Context¶

Requirements¶

• Teachers must address their own beliefs about creativity, since fixed-ability beliefs about creativity are common in classroom settings

Constraints¶

• The article notes research on the link between perceived value of creativity and teachers' beliefs about creativity has yet to be conducted

Target Learners¶

• university students
• classroom students

Target Learning Goals¶

• sustained long-term interest and engagement in creative tasks

Claims¶

• Perceived value of creativity informs judgments and expectancies primarily indirectly through task-specific variables, especially task interest [+W]
• Task interest remains stable across consecutive creativity tasks: interest in one task is strongly and directly associated with interest in the next, with little mediation by task experience [+W]
• Learners invest more effort in tasks they perceive as interesting, personally important, or useful to their future goals. [+W]

Related Strategies¶

• Make Learning Relevant
• Emphasize the Value of Learning
• Model Positive Connections to Literacy
• Use the creativity task taxonomy to design creativity activities and clarify research discussions

Examples¶

-

Key Sources¶

• Kamila Urban, Marek Urban. (2025). Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09421-5