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Chapter 7 - Additional Theorists on Creativity and Motivation

Published online by Cambridge University Press:  08 February 2024

Fredricka Reisman ,
Larry Keiser ,
Jeff Westphal  and
Penny Hammrich
Fredricka Reisman
Affiliation:
Drexel University
Larry Keiser
Affiliation:
Drexel University
Jeff Westphal
Affiliation:
MeaningSphere Inc.
Penny Hammrich
Affiliation:
Drexel University
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Summary

Additional theorists included in this chapter provide a basis for understanding creativity and motivation. Topics include Piaget and Carl Rogers compared with Maslow, Skinner’s reinforcement theory, Bandura’s self-efficacy concept, Festinger’s focus on cognitive dissonance, Flavell’s concept of metacognition, Adams’s equity theory, and the Rosenthal and Jacobson pygmalion effect.

Keywords

PiagetCarl RogersMaslowSkinner’s reinforcement theoryBandura’s self-efficacy conceptFestinger’s cognitive dissonanceFlavell’s metacognitionAdams’s equity theoryRosenthal and Jacobson pygmalion effect
Type
Chapter
Information
Connecting Creativity and Motivation Research with End Users
Lab to Learner
 , pp. 201 - 208
Publisher: Cambridge University Press
Print publication year: 2024

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References

Adams, J. S. (1963). Towards an understanding of inequity. The Journal of Abnormal and Social Psychology, 675, 422–436.CrossRefGoogle Scholar
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Bandura, A. (1973). Aggression: A Social Learning Analysis. Upper Saddle River, NJ: Prentice-Hall.Google Scholar
Festinger, L. (1950). Informal social communication. Psychological Review, 57(5), 271–282. https://doi.org/10.1037/h0056932.CrossRefGoogle ScholarPubMed
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906.CrossRefGoogle Scholar
Flavell, J. H. (1985). Cognitive Development (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
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Piaget, J. (1971). The theory of stages in cognitive development. In Green, D. R., Ford, M. P. & Flamer, G. B. (eds.). Measurement and Piaget. New York: McGraw-Hill.Google Scholar
Rogers, C. (1951). Client-Centered Therapy: Its Current Practice, Implications and Theory. London: Constable.Google Scholar
Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In Koch, S. (ed.), Psychology: A Study of a Science. Vol. 3: Formulations of the Person and the Social Context. New York: McGraw Hill.Google Scholar
Rogers, (1989). A client-centered/person-centered approach to therapy. In Kirschenbaum, H. & Henderson, V. L. (eds.), The Carl Rogers Reader (pp. 135–152). Boston: Houghton Mifflin.Google Scholar
Rosenthal, R. & Babad, E. Y. (1985). Pygmalion in the gymnasium. Educational Leadership, 43(1), 36–39.Google Scholar
Rosenthal, R. & Jacobson, L. (1992). Pygmalion in the Classroom (expanded ed.). New York: Irvington.Google Scholar
Shultz, D., & Schultz, S. (2019). Theories of Personality. Boston: Cengage Learning.Google Scholar

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