This brief literature review focuses on the use of creativity as a way to motivate learners. Moneta et al. (2004) describes five characteristics of the creative process: 1) self-generated problem identification, 2) building knowledge, 3) idea generation, 4) idea testing, and 5) presentation of ideas. While these ideas are all elements of the project-based learning process that have been shown to increase motivation and engagement, Moneta et al. (2004) suggest that  assessing creative work reinforces intrinsic motivation, which provides “competence feedback” (p. 174) that inspires more creativity, and as a result greater motivation. Kaufman (2016) endorses a 4-G rationale for why individuals choose to be creative. Growth is an intrinsic motivator because it refers to a person’s creative process, and gain relates to external rewards. Guidance involves collaboration as the individual nurtures creativity in someone else, and giving involves helping others by using your creative talents.  Kaufman (2016) also suggests that “innovation motivation” (p. 130) is tied to the feeling that the individual needs to feel different, and that pursuing innovation will be rewarding (and thus motivating). Urban et al. (2021) found that metacognitive knowledge (declarative procedural, conditional) correlated with creative performance, which may correlate to increased motivation and achievement. Conradty & Bogner (2019) found that the link between creativity and motivation is “present and important” (p. 292), and cited that creativity, intrinsic motivation, and self-efficacy are mutually dependent. They went on to list the “four Ps” (p. 293) that describe factors that contribute to creativity–process, product, person, and place–and indicated that these factors in combination with autonomy, resources, and an involved teacher, can promote motivation. This motivational creativity will deteriorate, they say, when too much emphasis is placed on knowledge acquisition.

According to these studies, creativity has the potential to play a valuable role in motivating students. If instructors choose to infuse their lessons with opportunities for creativity, the challenges would include finding the right balance between uncertainty and self-efficacy, instructor critique and positive feedback, independent work time and co-creation, and autonomous choice and guided acquisition of knowledge.

References

Conradty, C. & Bogner, F. X. (2019). From STEM to STEAM: Cracking the code? How creativity & motivation interact with inquiry-based learning. Creativity Research Journal, 31(3), 284–295.

Kaufman, J.C. (2016) Creativity and Motivation. In The Psych 101 Series: Creativity. 101,115-135.

Moneta, G.B. & M. Y. Siu, C. (2004). Motivation, academic performance, and the challenge of promoting creativity. In Developing Learning Environments. Hong Kong University Press, HKU: 157-177.Urban, K., Pesout, O., Kombrza, J., & Urban, M. (2021). Metacognitively aware university students exhibit higher creativity and motivation to learn. Thinking Skills and Creativity, 42.