Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/105147
DC Field | Value | Language |
---|---|---|
dc.contributor | School of Design | - |
dc.creator | Siu, KWM | - |
dc.creator | Wong, YL | - |
dc.date.accessioned | 2024-04-03T01:46:31Z | - |
dc.date.available | 2024-04-03T01:46:31Z | - |
dc.identifier.issn | 0957-7572 | - |
dc.identifier.uri | http://hdl.handle.net/10397/105147 | - |
dc.language.iso | en | en_US |
dc.publisher | Springer | en_US |
dc.rights | © Springer Science+Business Media Dordrecht 2014 | en_US |
dc.rights | This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use (https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://dx.doi.org/10.1007/s10798-014-9298-4. | en_US |
dc.subject | Creativity | en_US |
dc.subject | Design and technology | en_US |
dc.subject | Emotional regulation | en_US |
dc.subject | Emotions | en_US |
dc.title | Fostering creativity from an emotional perspective : do teachers recognise and handle students’ emotions? | en_US |
dc.type | Journal/Magazine Article | en_US |
dc.identifier.spage | 105 | - |
dc.identifier.epage | 121 | - |
dc.identifier.volume | 26 | - |
dc.identifier.issue | 1 | - |
dc.identifier.doi | 10.1007/s10798-014-9298-4 | - |
dcterms.abstract | Emotions have a significant effect on the processes of designing and creative thinking. In an educational context, some emotions may even be detrimental to creativity. To further explore the link between creativity and emotion, a series of interviews were conducted with design and technology (D&T) teachers in Singapore, Hong Kong and Beijing concerning their experiences of working with students on design projects. The intent was to investigate how these teachers understood and managed their students’ emotions while teaching creative design skills. Some teachers indicated that they understood their students’ emotions through observing their behaviour, connecting with them by synchronising emotions or by evaluating student performance. The teachers also reported using various other methods to handle their students’ emotions. This study highlights the importance of equipping D&T teachers with skills for awareness and regulation of emotions so that they can better enable students to cultivate creativity in the design process. | - |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | International journal of technology and design education, Feb. 2016, v. 26, no. 1, p. 105-121 | - |
dcterms.isPartOf | International journal of technology and design education | - |
dcterms.issued | 2016-02 | - |
dc.identifier.scopus | 2-s2.0-84954380643 | - |
dc.description.validate | 202402 bckw | - |
dc.description.oa | Accepted Manuscript | en_US |
dc.identifier.FolderNumber | SD-0284 | en_US |
dc.description.fundingSource | Self-funded | en_US |
dc.description.pubStatus | Published | en_US |
dc.identifier.OPUS | 6607980 | en_US |
dc.description.oaCategory | Green (AAM) | en_US |
Appears in Collections: | Journal/Magazine Article |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Siu_Fostering_Creativity_Emotional.pdf | Pre-Published version | 825.04 kB | Adobe PDF | View/Open |
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