AACTE + Partnership for 21st Century Skills. (2010). 21st century knowledge and skills in educator preparation. https://files.eric.ed.gov/fulltext/ED519336.pdfGoogle Scholar

Acar, S., & Runco, M. A. (2019). Divergent thinking: New methods, recent research, and extended theory. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 153–158. https://doi.org/10.1037/aca0000231Google Scholar

Ahvenharju, S., Lalot, F., Minkkinen, M., & Quiamzade, A. (2021). Individual futures consciousness: Psychology behind the five-dimensional Futures Consciousness scale. Futures, 128. https://doi.org/10.1016/j.futures.2021.102708Google Scholar

Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A topographical perspective considered. Educational Psychologist, 44(3), 176–192. https://doi.org/10.1080/00461520903029006Google Scholar

Ambrose, D. (2022). Discovering and dismantling enormous barriers hindering the transition from transactional to transformational giftedness. In Sternberg, R. J., Ambrose, D., & Karami, S. (Eds.), The Palgrave Handbook of Transformational Giftedness for Education (pp. 1–21). Cham: Springer.Google Scholar

Anderson, D. R. (2013). Creativity and the Philosophy of CS Peirce (vol. 27). Dordrecht, The Netherlands: Springer Science & Business Media.Google Scholar

Anderson, R. C., Irvin, S., Bousselot, T., Beard, N., & Beach, P. (2022). Grasping the uncertainty of scientific phenomena: A creative, agentic, and multimodal model for sensemaking. In R. A. Beghetto & G. Jaeger (Eds.). Uncertainty: A Catalyst for Creativity, Learning and Development (pp. 159–179). Cham: Springer.CrossRefGoogle Scholar

Appadurai, A. (2013). The Future as Cultural Fact. London: Verso.Google Scholar

Arendt, H. (1998/1958). The Human Condition. Chicago: The University of Chicago Press.Google Scholar

Argyris, C., & Schon, D. A. (1992). Theory in Practice: Increasing Professional Effectiveness. San Francisco: John Wiley & Sons.Google Scholar

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. New York: Macmillan.Google Scholar

Barber, M., Analyst, S., & Vic, B. (2006). Wildcards: Signals from a future near you. Journal of Futures Studies, 11(1), 75–94.Google Scholar

Bardt, C. (2019). Material and Mind. Cambridge, MA: The MIT Press.Google Scholar

Basu, M., & Beghetto, R. A. (2021). Technology as social-material mediator: From primary to secondary creativity and beyond. Creativity. Theories–Research–Applications, 8(1), 11–22.Google Scholar

Baumeister, R. F., Bratslavsky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4), 323–370.CrossRefGoogle Scholar

Baumeister, R. F., Vohs, K. D., & Oettingen, G. (2016). Pragmatic prospection: How and why people think about the future. Review of General Psychology, 20(1), 3–16. https://doi.org/10.1037/gpr0000060Google Scholar

Beghetto, R. A. (2007). Ideational code-switching: Walking the talk about supporting student creativity in the classroom. Roeper Review, 29(4), 265–270.Google Scholar

Beghetto, R. A. (2007). Prospective teachers’ beliefs about students’ goal orientations: A carry-over effect of prior schooling experiences? Social Psychology of Education, 10(2), 171–191.Google Scholar

Beghetto, R. A. (2013). Nurturing creativity in the micro-moments of the classroom. In K. H. Kim, J. C. Kaufman, J. Baer, & B. Sriraman (Eds.). Creatively Gifted Students Are Not Like Other Gifted Students (pp. 3 – 15). Leiden, The Netherlands: Brill.CrossRefGoogle Scholar

Beghetto, R. A. (2017). Legacy projects: Helping young people respond productively to the challenges of a changing world. Roeper Review, 39(3), 187–190. https://doi.org/10.1080/02783193.2017.1318998CrossRefGoogle Scholar

Beghetto, R. A. (2017). Lesson unplanning: Toward transforming routine tasks into non-routine problems. ZDM Mathematics Education, 49(7), 987–993. https://doi.org/10.1007/s11858-017-0885-1Google Scholar

Beghetto, R. A. (2018). Taking beautiful risks in education. Educational Leadership, 76(4), 18–24.Google Scholar

Beghetto, R. A. (2018). What If? Building students’ problem-solving through complex challenges. Alexandria, VA: ASCD.Google Scholar

Beghetto, R. A. (2019). Structured uncertainty: How creativity thrives under constraints and uncertainty. In Mullen, C. A. (Ed.), Creativity under Duress in Education? Creativity Theory and Action in Education (vol. 3, pp. 27–40). Cham: Springer. https://doi.org/10.1007/978-3-319-90272-2_2Google Scholar

Beghetto, R. A. (2020). Uncertainty. In V. P. Glaveanu (Ed.). The Palgrave Encyclopedia of the Possible. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-319-98390-5_122-1Google Scholar

Beghetto, R. A. (2021). Creative learning in education. In Kern, M. L. & Wehmeyer, M. L. (Eds.), The Palgrave Handbook of Positive Education (pp. 473–491). Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-64537-3.Google Scholar

Beghetto, R. A. (2021). How times of crisis serve as a catalyst for creative action: An agentic perspective. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.600685CrossRefGoogle ScholarPubMed

Beghetto, R. A. (2021). There is no creativity without uncertainty: Dubito ergo creo. Journal of Creativity, 31. https://doi.org/10.1016/j.yjoc.2021.100005Google Scholar

Beghetto, R. A. (2023). A new horizon for possibility thinking: A conceptual case study of Human × AI collaboration. Possibility Studies & Society. https://doi.org/10.1177/27538699231160136Google Scholar

Beghetto, R. A. (in press). Uncertainty as a lever for change and innovation. In Preiss, D. D., Singer, M., & Kaufman, J. C. (Eds.). Creativity, Innovation, and Change across Cultures. London: Palgrave.Google Scholar

Beghetto, R. A., & Anderson, R. C. (2022). Positive creativity is principled creativity. Education Sciences, 12(3), 184. https://doi.org/10.3390/educsci12030184Google Scholar

Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 151, 85–95.Google Scholar

Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In M. Karwowski & J. C. Kaufman (Eds.). The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 3–22). Cambridge, MA: Academic Press.Google Scholar

Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2021). Intellectual risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 637–644. https://doi.org/10.1037/aca0000323Google Scholar

Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for “mini-c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 1(2), 73–79. https://doi.org/10.1037/1931-3896.1.2.73Google Scholar

Beghetto, R. A., & McBain, L. (2022). My Favorite Failure. Lanham, MD: Rowman & Littlefield.Google Scholar

Berg, J. M. (2019). When silver is gold: Forecasting the potential creativity of initial ideas. Organizational Behavior and Human Decision Processes, 154, 96–117. https://doi.org/10.1016/j.obhdp.2019.08.004CrossRefGoogle Scholar

Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139–148.Google Scholar

Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15(1), 1–40. https://doi.org/10.1023/A:1021302408382CrossRefGoogle Scholar

Brandon, L. E., Reis, S. M., Renzulli, J. S., & Beghetto, R. A. (2022). Examining teachers’ perspectives of school-based opportunities and support for student creativity with the ICI Index. Creativity Research Journal. https://doi.org/10.1080/10400419.2022.2110416CrossRefGoogle Scholar

Brown, S. I., & Walter, M. I. (2004). The Art of Problem Posing (3rd ed.). Mahwah, NJ: Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410611833Google Scholar

Buhr, K., & Dugas, M. J. (2002). The intolerance of uncertainty scale: Psychometric properties of the English version. Behaviour Research and Therapy, 40(8), 931–946. https://doi.org/10.1016/S0005-7967(01)00092-4Google Scholar

Butterscotch, J. (2022, September 6). Exploring the relationship between tolerance of ambiguity and critical thinking. https://doi.org/10.31219/osf.io/xnbjyGoogle Scholar

Castles, A., Rastle, K., & Nation, K. (2018). Ending the reading wars: Reading acquisition from novice to expert. Psychological Science in the Public Interest, 19, 5–51. https://doi.org/10.1177/1529100618772271CrossRefGoogle ScholarPubMed

Catmull, E., & Wallace, A. (2014). Creativity, Inc.: Overcoming the Unseen Forces That Stand in the Way of True Inspiration. New York: Random House.Google Scholar

Claxton, G. (2008). What’s the Point of School? Rediscovering the Heart of Education. Oxford: Oneworld publications.Google Scholar

Clifford, J. S., Boufal, M. M., & Kurtz, J. E. (2004). Personality traits and critical thinking skills in college students: Empirical tests of a two-factor theory. Assessment, 11(2), 169–176.Google Scholar

Committee on Science and Technology. (1986). Investigation of the Challenger Accident. House of Representatives, Ninety-Ninth Congress (Second Session). Washington, DC. www.govinfo.gov/content/pkg/GPO-CRPT-99hrpt1016/pdf/GPO-CRPT-99hrpt1016.pdfGoogle Scholar

Craft, A. (2015). Possibility thinking: From what is to what might be. In Rupert Wegerif, Li Li, & James C., Kaufman (Eds.). The Routledge International Handbook of Research on Teaching Thinking (pp. 177–191). New York: Routledge.Google Scholar

Cropley, A. J. (2006). In praise of convergent thinking. Creativity Research Journal, 18(3), 391–404.Google Scholar

Csikszentmihalyi, M., & Getzels, J. W. (1971). Discovery-oriented behavior and the originality of creative products: A study with artists. Journal of Personality and Social Psychology, 19(1), 47–52. https://doi.org/10.1037/h0031106Google Scholar

Dahl, D. W., & Moreau, P. (2002). The influence and value of analogical thinking during new product ideation. Journal of Marketing Research, 39(1), 47–60. https://doi.org/10.1509/jmkr.39.1.47.18930Google Scholar

Dator, J. (2019). What futures studies is, and is not. In J. Dator: A Noticer in Time. Anticipation Science. Cham: Springer. https://doi.org/10.1007/978-3-030-17387-6_1vanGoogle Scholar

Dewey, J. (1897). My pedagogic creed. School Journal, 54, 77–80.Google Scholar

Dewey, J. (1897). The psychology of effort. Philosophical Review, 6, 43–56.Google Scholar

Dewey, J. (1910). How We Think. Boston: D.C. Heath.Google Scholar

Dewey, J. (2005). Art as Experience. New York: Perigee Books. (Original work published 1934.)Google Scholar

Drake, D. (2016). Sit with Us creator Natalie Hampton’s crusade to help bullied teens feel included. Wharton Global Youth Program. https://globalyouth.wharton.upenn.edu/articles/podcasts/sit-us-creator-natalie-hamptons-crusade-help-bullied-teens-feel-included/Google Scholar

Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents’ achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215–225. http://doi.org/10.1177/0146167295213003Google Scholar

Edwards, W., Lindman, H., & Savage, L. J. (1963). Bayesian statistical inference for psychological research. Psychological Review, 70(3), 193–242. https://doi.org/10.1037/h0044139Google Scholar

Elliot, A. J., Dweck, C. S., & Yeager, D. S. (Eds.). (2017). Handbook of Competence and Motivation: Theory and Application. New York: Guilford Publications.Google Scholar

Felten, P., & Clayton, P. H. (2011). Service‐learning. New Directions for Teaching and Learning, 2011(128), 75–84.Google Scholar

Festinger, L. (1957). A Theory of Cognitive Dissonance. Evanston, IL: Row, Peterson.Google Scholar

Feynman, R. (1974). Cargo cult science. Engineering and Science, 37, 10–13.Google Scholar

Freeston, M. H., Rhéaume, J., Letarte, H., Dugas, M. J., & Ladouceur, R. (1994). Why do people worry? Personality and Individual Differences, 17(6), 791–802.Google Scholar

Gaffney, H., Ttofi, M. M., & Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37–56.CrossRefGoogle ScholarPubMed

Gajda, A., Beghetto, R. A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250–267.Google Scholar

Gall, T., Vallet, F., & Yannou, B. (2022). How to visualise futures studies concepts: Revision of the futures cone. Futures, 143, 103024.CrossRefGoogle Scholar

Gallop, D., Willy, C., & Bischoff, J. (2016). How to catch a black swan: Measuring the benefits of the premortem technique for risk identification. Journal of Enterprise Transformation, 6, 87–106.Google Scholar

Getzels, J. W. (1964). Creative thinking, problem solving, and instruction. In Hilgard, E. R. (Ed.), Theories of Learning and Instruction (pp. 240–267). Chicago: University of Chicago Press.Google Scholar

Gibson, C., & Mumford, M. D. (2013). Evaluation, criticism, and creativity: Criticism content and effects on creative problem solving. Psychology of Aesthetics, Creativity, and the Arts, 7(4), 314–331. https://doi.org/10.1037/a0032616Google Scholar

Gibson, J. J. (1979). The Ecological Approach to Visual Perception. Boston: Houghton Mifflin.Google Scholar

Glăveanu, V. P. (2020). The Possible: A Sociocultural Theory. New York: Oxford University Press.Google Scholar

Glăveanu, V. P., & Beghetto, R. A. (2021). Creative experience: A non-standard definition of creativity. Creativity Research Journal, 33(2), 75–80. https://doi.org/10.1080/10400419.2020.1827606Google Scholar

Glăveanu, V. P., & Beghetto, R. A. (in preparation). Pedagogies of the Possible. New York: Cambridge University Press.Google Scholar

Glăveanu, V. P., Corazza, G. E., & Ness, I. J. (2023). Dialogical provocations: A creative trialogue. In Henriksen, D. & Mishra, P. (Eds.), Creative Provocations: Speculations on the Future of Creativity, Technology & Learning (pp. 213–227). Cham: Springer International Publishing.Google Scholar

Gleick, J. (2001). Nature’s Chaos. New York: Hachette Book Group.Google Scholar

Godwin, K. E., Seltman, H., Almeda, M., Skerbetz, M. D., Kai, S., Baker, R. S., & Fisher, A. V. (2021). The elusive relationship between time on-task and learning: Not simply an issue of measurement. Educational Psychology, 41(4), 502–519. https://doi.org/10.1080/01443410.2021.1894324Google Scholar

Goodlad, J. L. (2004). A Place Called School: Prospects for the Future. New York: McGraw Hill.Google Scholar

Grant, A., & Coyle, D. (2018). The process of building trust works in the opposite way that you think it does. Retrieved from https://work.qz.com/1241911/daniel-coyle-author-of-the-the-culture-code-says-building-trust-works-in-the-opposite-way-you-think-it-does/?mc_cid=015ae0d31b&mc_eid=427e2dccd0Google Scholar

Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.Google Scholar

Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454.Google Scholar

Guo, Y., Lin, S., Acar, S., Jin, S., Xu, X., Feng, Y., & Zeng, Y. (2022). Divergent thinking and evaluative skill: A meta-analysis. Journal of Creative Behavior, 56(3), 432–448. https://doi.org/10.1002/jocb.539Google Scholar

Gustafson, K. (2010). Strategic horizons: Futures forecasting and the British Intelligence Community. Intelligence and National Security, 25(5), 589–610. https://doi.org/10.1080/02684527.2010.537118Google Scholar

Gustafsson, E. (2023). How can contextual variables influence creative thinking? Contributions from the optimal-level of arousal model. Journal of Creative Behavior, 57(1), 96–108. https://doi.org/10.1002/jocb.565Google Scholar

Hakan, T. (2022). Philosophy of science and black swan. Child’s Nervous System, 38, 1655–1657. https://doi.org/10.1007/s00381-020-05009-3Google Scholar

Hannon, V., & Peterson, A. (2021). Thrive: The Purpose of Schools in a Changing World. New York: Cambridge University Press.Google Scholar

Hanson, M. (2023). Student loan debt statistics. EducationData.org. https://educationdata.org/student-loan-debt-statisticsGoogle Scholar

Hausman, C. R. (1984). A Discourse on Novelty and Creation. Albany: State University of New York Press.Google Scholar

Heinrich, C. (2000). Monet. Cologne, Germany: Taschen.Google Scholar

Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing creativity and technology in 21st century education: A systemic view for change. Journal of Educational Technology & Society, 19(3), 27–37. www.jstor.org/stable/jeductechsoci.19.3.27Google Scholar

Henry Ford Foundation. (2023). A framework using the steps of the invention process. https://inhub.thehenryford.org/curriculum-resources/invention-convention-curriculumGoogle Scholar

Hoffmann, J. D., McGarry, J., & Seibyl, J. (2022). Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity. In Beghetto, R. A. & Jaeger, G. J. (Eds.), Uncertainty: A Catalyst for Creativity, Learning and Development (pp. 59–79). Cham: Springer. https://doi.org/10.1007/978-3-030-98729-9_5Google Scholar

Inayatullah, S. (2013). Futures studies: Theories and methods. In Junquera, F. G. (Ed.), There’s a Future: Visions for a Better World (pp. 33–36). Madrid, Spain: BBVA.Google Scholar

Ivcevic, Z., & Hoffmann, J. D. (2022). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. Journal of Creative Behavior, 56, 239–257. https://doi.org/10.1002/jocb.527Google Scholar

Ivcevic, Z., & Nusbaum, E. C. (2017). From having an idea to doing something with it: Self-regulation for creativity. In Karwowski, M. & Kaufman, J. C. (Eds.), The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 343–365). Cambridge, MA: Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00020-0Google Scholar

Jackson, J. J., Hill, P. L., Payne, B. R., Roberts, B. W., & Stine-Morrow, E. A. L. (2012). Can an old dog learn (and want to experience) new tricks? Cognitive training increases openness to experience in older adults. Psychology and Aging, 27(2), 286–292. https://doi.org/10.1037/a0025918Google Scholar

Jefferson, M., & Anderson, M. (2017). Transforming Schools: Creativity, Critical Reflection, Communication, Collaboration. London: Bloomsbury.Google Scholar

Kagan, J. (1972). Motives and development. Journal of Personality and Social Psychology, 22(1), 51–66. https://doi.org/10.1037/h0032356Google Scholar

Kahneman, D., & Tversky, A. (1979). Prospect theory: An analysis of decision under risk. Econometrica, 47(2), 263–291. https://doi.org/10.2307/1914185Google Scholar

Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive success in learning. Educational Psychologist, 51(2), 289–299. https://doi.org/10.1080/00461520.2016.1155457Google Scholar

Karwowski, M., & Beghetto, R. A. (2019). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. https://doi.org/10.1037/aca0000190Google Scholar

Karwowski, M., Han, M.-H., & Beghetto, R. A. (2019). Toward dynamizing the measurement of creative confidence beliefs. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 193–202. https://doi.org/10.1037/aca0000229Google Scholar

Karwowski, M., & Kaufman, J. C. (Eds.). (2017). The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity. Cambridge, MA: Academic Press.Google Scholar

Kaufman, J. C. (2016). Creativity 101. Cham: Springer.Google Scholar

Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35(3), 155–165.Google Scholar

Klein, G. (2007). Performing a project premortem. Harvard Business Review, 85, 18–19.Google Scholar

Kruglanski, A. W. (1990). Motivations for judging and knowing: Implications for causal attribution. In Higgins, E. T. & Sorrentino, R. M. (Eds.), Handbook of Motivation and Cognition: Foundations of Social Behavior (vol. 2, pp. 333–368). New York: The Guilford Press.Google Scholar

Lash, J. P. (1997). Helen and Teacher: The Story of Helen Keller and Anne Sullivan Macy. Cambridge, MA: Perseus Books.Google Scholar

Lavin, I. (1993). Picasso’s Bull(s): Art history in reverse. Art in America, 81, 76–123.Google Scholar

Littleton, K., & Mercer, N. (2013). Interthinking: Putting Talk to Work. Abingdon: Routledge. https://doi.org/10.4324/9780203809433Google Scholar

Lord, C. G., Lepper, M. R., & Preston, E. (1984). Considering the opposite: A corrective strategy for social judgment. Journal of Personality and Social Psychology, 47(6), 1231–1243. https://doi.org/10.1037/0022-3514.47.6.1231Google Scholar

Manalo, E., & Kapur, M. (2018). The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning. Thinking Skills and Creativity, 30, 1–6. https://doi.org/10.1016/j.tsc.2018.06.001Google Scholar

Mary Lou Fulton Teachers College (MLFTC). (2023). Principled innovation. https://pi.education.asu.eduGoogle Scholar

Masicampo, E. J., & Baumeister, R. F. (2012). Committed but closed-minded: When making a specific plan for a goal hinders success. Social Cognition, 30, 37–55. https://doi.org/10.1521/soco.2012.30.1.37Google Scholar

Matusov, E. (2009). Journey into Dialogic Pedagogy. Hauppauge, NY: Nova.Google Scholar

McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52(6), 1258–1265. https://doi.org/10.1037/0022-3514.52.6.1258CrossRefGoogle Scholar

McDiarmid, G. W., & Zhao, Y. (2022). Learning for Uncertainty: Teaching Students How to Thrive in a Rapidly Evolving World. New York: Routledge.Google Scholar

Moran, S., & John-Steiner, V. (2004). How collaboration in creative work impacts identity and motivation. In Miell, D. & Littleton, K. (Eds.), Collaborative Creativity: Contemporary Perspectives (pp. 11–25). London: Free Association Books.Google Scholar

Mueller, J. S., Melwani, S., & Goncalo, J. A. (2012). The bias against creativity: Why people desire but reject creative ideas. Psychological Science, 23, 13–17.Google Scholar

Mumford, M. D., Mobley, M. I., Reiter-Palmon, R., Uhlman, C. E., & Doares, L. M. (1991). Process analytic models of creative capacities. Creativity Research Journal, 4(2), 91–122.Google Scholar

National Center for Education Statistics. (2022). Annual earnings by educational attainment. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cbaGoogle Scholar

Nations Report Card. (2018). Technology and Engineering Literacy, ‘Percentage of students assessed in eighth-grade NAEP technology and engineering literacy (TEL), by type of school and designing/creating to solve a problem.’ www.nationsreportcard.gov/dashboards/schools_dashboard.aspxGoogle Scholar

Nickerson, J. A., Silverman, B. S., & Zenger, T. R. (2007). The “problem” of creating and capturing value. Strategic Organization, 5(3), 211–225. https://doi.org/10.1177/1476127007079969Google Scholar

Niu, W., & Zhou, Z. (2010). Creativity in mathematics teaching: A Chinese perspective. In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing Creativity in the Classroom (pp. 270–288). New York: Cambridge University Press.Google Scholar

Norcross, J. C., Mrykalo, M. S., & Blagys, M. D. (2002). Auld lang Syne: Success predictors, change processes, and self-reported outcomes of New Year’s resolvers and nonresolvers. Journal of Clinical Psychology, 58, 397–405. https://doi.org/10.1002/jclp.1151Google Scholar

OECD. (2019). OECD Future of Education and Skills 2030: OECD LEARNING COMPASS 2030. www.oecd.org/education/2030-project/teaching-and-learning/learning/learning-compass-2030/OECD_Learning_Compass_2030_Concept_Note_Series.pdfGoogle Scholar

Oscarsson, M., Carlbring, P., Andersson, G., & Rozental, A. (2020). A large-scale experiment on New Year’s resolutions: Approach-oriented goals are more successful than avoidance-oriented goals. PLoS One, 15. https://doi.org/10.1371/journal.pone.0234097Google Scholar

Pearson, P. David. (2004). “The reading wars.” Educational Policy, 18(1), 216–252.Google Scholar

Peirce, C. S. (1958). Collected Papers of Charles Sanders Peirce. Vols. 5–8 Burks, A. W. (Ed.). Cambridge, MA: Belknap Press of Harvard University Press.Google Scholar

Poli, R. (2020). Handbook of Anticipation: Theoretical and Applied Aspects of the Use of Future in Decision Making. Cham: Springer.Google Scholar

Pólya, G. (1966). On teaching problem solving. In Conference Board of the Mathematical Sciences. The Role of Axiomatics and Problem Solving in Mathematics (pp. 123–129). Boston: Ginn.Google Scholar

Ranciere, J. (1991). The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation. Translated and with an introduction by Kristin Ross. Stanford, CA: Stanford University Press.Google Scholar

Reece, A. G., Eubanks, A. D., Liebscher, A., & Baumeister, R. (2022, May 16). Enforcing pragmatic future-mindedness cures the innovator’s bias. Journal of Applied Social Psychology. https://doi.org/10.1111/jasp.12956Google Scholar

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159–175.Google Scholar

Renzulli, J. S., Beghetto, R. A., Brandon, L. E., & Karwowski, M. (2022). Development of an instrument to measure opportunities for imagination, creativity, and innovation (ICI) in schools. Gifted Education International, 38(2), 174–193. www.doi.org/10.1177/02614294211042333Google Scholar

Roberts, B. W., Wood, D., & Caspi, A. (2008). The development of personality traits in adulthood. In John, O. P., Robins, R. W., & Pervin, L. A. (Eds.), Handbook of Personality: Theory and Research (3rd ed., pp. 375–389). New York: Guilford Press.Google Scholar

Robertson, S. I. (2017). Problem Solving (2nd ed.). Abingdon: Routledge.Google Scholar

Roets, A., Kruglanski, A. W., Kossowska, M., Pierro, A., & Hong, Y. Y. (2015). The motivated gatekeeper of our minds: New directions in need for closure theory and research. In Zanna, Mark P. & Olson, James M. (Eds.), Advances in Experimental Social Psychology (vol. 52, pp. 221–283). Cambridge, MA: Academic Press.Google Scholar

Rothenberg, A. (1996). The Janusian process in scientific creativity. Creativity Research Journal, 9(2–3), 207–231. https://doi.org/10.1080/10400419.1996.9651173Google Scholar

Runco, M. A., & Acar, S. (2019). Divergent thinking. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge Handbook of Creativity (pp. 224–254). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316979839.013Google Scholar

Runco, M. A., & Chand, I. (1994). Problem finding, evaluative thinking, and creativity. In Runco, M. A. (Ed.), Problem Finding, Problem Solving, and Creativity (pp. 40–76). Norwood, NJ: Ablex Publishing.Google Scholar

Sawyer, R. K. (2011). Structure and Improvisation in Creative Teaching. New York: Cambridge University Press.Google Scholar

Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation. Oxford: Oxford University Press.Google Scholar

Sawyer, R. K. (2013). Zig Zag: The Surprising Path to Greater Creativity. San Francisco: John Wiley & Sons.Google Scholar

Schwaba, T., Luhmann, M., Denissen, J. J. A., Chung, J. M., & Bleidorn, W. (2018). Openness to experience and culture-openness transactions across the lifespan. Journal of Personality and Social Psychology, 115, 118–136. https://doi.org/10.1037/pspp0000150Google Scholar

Seligman, M. E. P., Railton, P., Baumeister, R. F., & Sripada, C. (2013). Navigating into the future or driven by the past. Perspectives on Psychological Science, 8(2), 119–141. https://doi.org/10.1177/1745691612474317Google Scholar

Silvia, P. J. (2008). Discernment and creativity: How well can people identify their most creative ideas? Psychology of Aesthetics, Creativity, and the Arts, 2(3), 139. https://doi.org/10.1037/1931-3896.2.3.139Google Scholar

Simonton, D. (2003). Creativity as variation and selection: Some critical constraints. In Runco, M. A. (Ed.), Critical Creative Processes (pp. 3–18). Cresskill, NJ: Hampton Press.Google Scholar

Sirotnik, K. A. (1983). What you see is what you get: Consistency, persistency, and mediocrity in classrooms. Harvard Educational Review, 53, 16–31.Google Scholar

Skidmore, D. (2000). From pedagogical dialogue to dialogical pedagogy. Language and Education, 14(4), 283–296.Google Scholar

Snowling, M. J., & Hulme, C. (Eds.). (2005). The Science of Reading: A Handbook. Oxford: Blackwell.Google Scholar

Society for Science. (2022). ‘14-year-old develops robotic hand to help with disaster recovery; Wins $25,000 top award at the Broadcom MASTERS’ www.prnewswire.com/news-releases/14-year-old-develops-robotic-hand-to-help-with-disaster-recovery-wins-25-000-top-award-at-the-broadcom-masters-301665640.htmlGoogle Scholar

Sparkman, D. J., Eidelman, S., & Blanchar, J. C. (2016). Multicultural experiences reduce prejudice through personality shifts in openness to experience. European Journal of Social Psychology, 46, 840–853. https://doi.org/10.1002/ejsp.2189Google Scholar

Srinivasan, B. (2022). The network state: How to start a new country. https://thenetworkstate.comGoogle Scholar

Sternberg, R. J. (2021). Transformational creativity: The link between creativity, wisdom, and the solution of global problems. Philosophies, 6, 75. https://doi.org/10.3390/philosophies6030075Google Scholar

Sternberg, R. J., Ambrose, D., & Karami, S. (Eds.). (2022). The Palgrave Handbook of Transformational Giftedness for Education. Cham: Palgrave Macmillan.Google Scholar

Sternberg, R. J., & Chowkase, A. (2021). When we teach for positive creativity, what exactly do we teach for? Education Sciences, 11(5), 237.Google Scholar

Studer, J., Daly, S., McKilligan, S., & Seifert, C. (2018). Evidence of problem exploration in creative designs. AI EDAM, 32(4), 415–430. https://doi.org/10.1017/S0890060418000124Google Scholar

The Youth Assembly (TYA). 2021. Outstanding youth delegate: Natalie Hampton. The Youth Assembly. www.youthassembly.org/2021/09/21/natalie-hampton/Google Scholar

Tiedens, L. Z., & Linton, S. (2001). Judgment under emotional certainty and uncertainty: The effects of specific emotions on information processing. Journal of Personality and Social Psychology, 81(6), 973–988.Google Scholar

Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological Review, 117, 440–463. https://doi.org/10.1037/a0018963Google Scholar

Tyack, D., & Tobin, W. (1994). The “grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–479.Google Scholar

van Broekhoven, K., Belfi, B., Borghans, L., & Seegers, P. (2022). Creative idea forecasting: The effect of task exposure on idea evaluation. Psychology of Aesthetics, Creativity, and the Arts, 16(3), 519–528. https://doi.org/10.1037/aca0000426Google Scholar

Veinott, B., Klein, G. A., & Wiggins, S. (2010). Evaluating the effectiveness of the premortem technique on plan confidence. https://idl.iscram.org/files/veinott/2010/1049_Veinott_etal2010.pdfGoogle Scholar

Vyas, D., Heylen, D., Nijholt, A., & Van Der Veer, G. (2009). Collaborative practices that support creativity in design. In ECSCW 2009 (pp. 151–170). London: Springer.Google Scholar

Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.Google Scholar

Wagoner, B. (2008). Commentary: Making the familiar unfamiliar. Culture & Psychology, 14(4), 467–474. https://doi.org/10.1177/1354067X08096511Google Scholar

Ward, T., & Kolomyts, Y. (2019). Creative cognition. In Kaufman, J. & Sternberg, R. (Eds.), The Cambridge Handbook of Creativity (Cambridge Handbooks in Psychology, pp. 175–199). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316979839.011Google Scholar

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar

Zenasni, F., Besançon, M., & Lubart, T. (2008). Creativity and tolerance of ambiguity: An empirical study. The Journal of Creative Behavior, 42(1), 61–73.Google Scholar

Zhao, Y. (2017). What works may hurt: Side effects in education. Journal of Educational Change, 18(1), 1–19.Google Scholar

Zhu, Y., Ritter, S. M., & Dijksterhuis, A. (2019). Creativity: Intrapersonal and interpersonal selection of creative ideas. The Journal of Creative Behavior, 54(3), 626–635. https://doi.org/10.1002/jocb.397Google Scholar

Zielińska, A., & Karwowski, M. (2022). Living with uncertainty in the creative process: A self-regulatory perspective. In Beghetto, R. A. & Jaeger, G. J. (Eds.), Uncertainty: A Catalyst for Creativity, Learning and Development (pp. 81–102). Cham: Springer. https://doi.org/10.1007/978-3-030-98729-9_6Google Scholar