Self-Regulation in Creative Learning: Agentic Perspective

Abstract Creativity is agentic, and so learning. People create learn new things most effectively when they are convinced that can respond appropriately to the task (creative confidence) value activity at hand. This investigation explores role of relatively understudied aspect creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found be essential drivers academic achievement learning in general (rehearsal, elaboration, critical thinking, metacognition), might also support creativity Specifically, sequential mediation, where confidence longitudinally mediated relationship between potential (divergent thinking) effective application skills solve problems embedded school subjects. Our findings confirm strategies predict providing solutions tasks (a proxy learning) mediate divergent confidence,