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Creativity, motivation, wellbeing and interest in various learning environments

Abstract : Studies on the development of creativity have highlighted the impact on learning environments (Besançon & Lubart, 2008). In particular, pedagogical approaches are hypothesized to differ concerning their emphasis on individual initiative, and action-based learning. Moreover, we hypothesized that pedagogical approaches impact also global and school wellbeing (Diener, Emmons, Larsen, & Griffin, 1985; Huebner, 1994), interest (Schiefele, 2009), Intrinsic and extrinsic motivation (Deci & Ryan, 2002), self-efficacy (Bandura, 2003), feelings of relatedness (Richer & Vallerand) and flow (Csikszentmihalyi, 2000). This study focuses on children’s profiles concerning creativity, on different kinds of motivation and wellbeing according to their learning environments (traditional pedagogy with or without notes and alternative pedagogy – Steiner School). Children are schooled in Paris suburbs in first or second year of college. We used EPoC (Evaluation of Creative Potential, Lubart, Besançon & Barbot, 2011) to measure the creative potential and various questionnaires for motivation, wellbeing and interest
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Submitted on : Monday, July 2, 2018 - 3:52:12 PM
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  • HAL Id : hal-01827710, version 1


Maud Besançon, Samia Ben Mamer, Fabien Fenouillet. Creativity, motivation, wellbeing and interest in various learning environments. 20th World Council for Gifted and Talented Children. Louisville, Kentucky, Aug 2013, Louisville (Kentucky), United States. ⟨hal-01827710⟩



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