27 SES 01 B, Learning and Creativity
The theoretical framework of this research is the social cognitive theory (Bandura, 1999) which explains human functioning in terms of triadic reciprocal causation (Bandura, 1986). In this model, internal personal factors (cognitive, affective and biological), behavioural patterns and environment interact with each other, but sometimes deferred. In this framework, the topic is creative self-efficacy. Self efficacy “refers to beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments” (Bandura, 1997, p. 3). Creative self efficacy is the beliefs in one’s capability to mobilize her/his creativity when this capacity is required. Creativity is identified as « the capacity to produce something that is both novel and adapted to the context in which it is conceived » (Lubart, 2010, p. 3). In educational context, this psychological framework is studied to observe and to assess the impact of creative self-efficacy on creative learning (Craft, 2005 Craft (2005) distinguishes three different interventions: 1) creative teaching, 2) teaching for creativity and, 3) creative learning. The first is when a teacher uses different teaching methods that are more imaginative to “make learning more interesting” (Craft, 2005, p. 22). The second, teaching for creativity, is when the teacher intends to develop student’s creativity. Lastly, creative learning is a process where students learn a new topic by means of creativity. “It involves learner in using their imagination and experience to develop learning” (Craft, 2015, p. 23). To implement creative learning, the researcher can think to elaborate a device which mobilizes student’s creativity (Puozzo Capron, 2013). The question of the research is : what is the level of creative self efficacy to be really creative? In the research, we can consider the relationship between creative self efficacy, creativity and cognition in the context of language learning. We can suppose that if a student has a high creative self efficacy, he is more creative. And this creativity allows students to apply the subject matter. The subject of the research is a vocational high school in Aosta Valley in Italy with a class of 16 students studying French as a foreign language.
Bandura, A. (1986). Social Foundations of Thought and Action. A Social Cognitive Theory. New Jersey : Prenctice-Hall. Bandura A. (1997). Self-efficacy. The Exercise of Control. New York : Freeman and Compagny. Bandura, A. (1999). Social cognitive theory : an agentic perspective. Asian Journal of social Psychology, 2, 21-41. Becker, H. (2002). Les ficelles du métier. Comment conduire sa recherche en sciences sociales (J. Mailhos, rev. par H. Peretz, trad.). Paris : La Découverte. (Original publié 1998) Craft, A. (2005). Creativity in schools. Tensions and dilemmas. New York : Routledge. Lubart, T. (2010). Psychologie de la créativité (2e éd.). Paris : Armand Colin. Puozzo Capron, I. (2013). Pédagogie de la créativité. De l’émotion à l’apprentissage. Education et socialisation - Les Cahiers du Cerfee, 33, 1-14.
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