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Creativity, motivation, wellbeing and “French baccalaureat”

Abstract : This study examines the link between creative potential (EPoC in verbal domain), motivation (intrinsic motivation, selfefficacy) and wellbeing of 150 students in high school. Four measures of creativity were used: two verbal divergent thinking tasks, and two verbal integrative tasks (EPoC, Lubart, Besançon & Barbot, 2011). Moreover, we hope that students give us after their “baccalaureate”, their choice and results (in June). Our hypotheses are that (1) there is a link between creativity and intrinsic motivation (Amabile & Gitomer, 1984); (2) there is a link between intrinsic motivation and wellbeing (Waterman, Schwartz, Conti, 2008) so (3), there is a link between creativity and wellbeing. Finally, we hypothesised that creativity relies on the subject’s choice during the baccalaureate (the more creative are the students, the more they choose the subject “invention”). Implications for the development of creativity in high school are discussed.
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Submitted on : Monday, July 2, 2018 - 3:55:50 PM
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  • HAL Id : hal-01827719, version 1


Maud Besançon, Rachel Chauvin, Fabien Fenouillet. Creativity, motivation, wellbeing and “French baccalaureat”. 20th World Council for Gifted and Talented Children, Aug 2013, Louisville (Kentucky), United States. ⟨hal-01827719⟩



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