Redefining the muse: self-regulatory aspects of creative behavior

dc.contributor.advisorWeinstein, Claire E.en
dc.contributor.advisorWicker, Frank W.en
dc.creatorWay, Pamela Joen
dc.date.accessioned2008-08-28T21:44:02Zen
dc.date.available2008-08-28T21:44:02Zen
dc.date.issued2002en
dc.descriptiontexten
dc.description.abstractSeveral terms and phrases, such as “persistence,” “ability to stay on task,” and “perseverance in the face of difficulties” are often used to describe successful students. Research in academics repeatedly suggests that students who engage in appropriate self-regulatory strategies tend to be successful students in terms of both grades and learning (Zimmerman, 1989). Most importantly, however, these students are able to persist with current tasks even in the face of competing demands or attractive alternatives. Interestingly, researchers investigating creativity use these same terms and phrases to describe the personality structure of artists (Cropley, 1990; Radford & Burton, 1974). But, although both students and artists seem to possess similar abilities and skills that aid them in the attainment of a goal, researchers have neglected to investigate the specific role self-regulatory abilities and strategies might play in creative output. The purpose of this dissertation, therefore, was to explore self-regulatory skills and abilities used by professional visual artists in the creation of their particular product, whether that product is a painting, a print, a sculpture, or other object. This dissertation study utilized a mixed methodology, as data were collected through interviews and surveys, as well as through established, quantitatively based instruments. Grounded theory methodology was used to interpret the qualitative data, while traditional quantitative techniques were used to interpret quantitative data. Results suggest that artists do successfully engage in a variety of self-regulatory techniques. These strategies are typically directed towards maintaining the work process, and include motivational strategies (the use of rewards, for example), emotional strategies (e.g., working through a “blue” mood to maintain focus on their work), cognitive strategies (e.g., telling themselves to just “take one small step at a time” when frustrated with the work process), and behavioral strategies (e.g., simply buckling down to the task when necessary). Although the strategies engaged by artists are similar to the strategies engaged by students, the results also suggest that there is a need to explore self-regulatory strategy use in diverse situations and in diverse populations.
dc.description.departmentEducational Psychologyen
dc.format.mediumelectronicen
dc.identifierb57345892en
dc.identifier.oclc57141253en
dc.identifier.proqst3086732en
dc.identifier.urihttp://hdl.handle.net/2152/1044en
dc.language.isoengen
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en
dc.subject.lcshArtists--Psychologyen
dc.subject.lcshCreation (Literary, artistic, etc.)--Psychological aspectsen
dc.subject.lcshCreative ability--Psychological aspectsen
dc.titleRedefining the muse: self-regulatory aspects of creative behavioren
dc.type.genreThesisen
thesis.degree.departmentEducational Psychologyen
thesis.degree.disciplineEducational Psychologyen
thesis.degree.grantorThe University of Texas at Austinen
thesis.degree.levelDoctoralen
thesis.degree.nameDoctor of Philosophyen

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