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A Synergistic Stress-as-Enhancing and Creative Mindset Intervention
A Synergistic Stress-as-Enhancing and Creative Mindset Intervention
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20260202103607
- ISBN
- 9798290911731
- DDC
- 150
- 서명/저자
- A Synergistic Stress-as-Enhancing and Creative Mindset Intervention
- 발행사항
- [Sl] : University of Minnesota, 2025
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2025
- 형태사항
- 137 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 87-01, Section: B.
- 주기사항
- Advisor: Koutstaal, Wilma;Elfenbein, Andrew.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2025.
- 초록/해제
- 요약Stress is implicit in maturation and development, but adolescents often experience deleterious effects of unmanageable stress, impacting mental health and academics in the present, and into the future. However, stress need not be synonymous with distress, and reframing stress may improve stress management. Individuals hold opinions about their potential for growth, importance of creativity to personal identity, and creative efficacy. These creative mindsets have associations with stress, and implications for individual development. To ameliorate the harmful effects of stress, we implemented a custom-built synergistic creative mindset and stress-is-enhancing intervention, with follow-up reinforcing exposure to the same ideas. We developed a compound creative mindset scale termed the Individual Creative Inventory, built from existing scales, and enhanced with contextual elements to situate items within circumstances where growth could be actualized. This new scale was found to have a single factor structure and strong psychometric properties. Our results showed that reported stress and creative mindsets endorsement were strongly interrelated. Further, questions couched within a context of difficulty were perceived differently than similar questions without such a context. Moreover, academic versus creative tasks were found to be viewed differently and these differing views were modified by the intervention. The intervention also affected the proportion of participants electing to engage with challenging scenarios, with academic scenarios being impacted more than creative ones. These results demonstrate the robust interrelations between stress and creativity, the potential of a synergistic creative mindset and stress-is-enhancing intervention to encourage engagement with challenge more generally, and the effectiveness of repeated messaging.
- 일반주제명
- Psychology
- 일반주제명
- Educational psychology
- 일반주제명
- Mental health
- 일반주제명
- Clinical psychology
- 기타저자
- University of Minnesota Cognitive Science
- 기본자료저록
- Dissertations Abstracts International. 87-01B.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798290911731
■035 ▼a(MiAaPQ)AAI32042820
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aBlissenbach, Alexander W.
■24512▼aA Synergistic Stress-as-Enhancing and Creative Mindset Intervention
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2025
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2025
■300 ▼a137 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 87-01, Section: B.
■500 ▼aAdvisor: Koutstaal, Wilma;Elfenbein, Andrew.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2025.
■520 ▼aStress is implicit in maturation and development, but adolescents often experience deleterious effects of unmanageable stress, impacting mental health and academics in the present, and into the future. However, stress need not be synonymous with distress, and reframing stress may improve stress management. Individuals hold opinions about their potential for growth, importance of creativity to personal identity, and creative efficacy. These creative mindsets have associations with stress, and implications for individual development. To ameliorate the harmful effects of stress, we implemented a custom-built synergistic creative mindset and stress-is-enhancing intervention, with follow-up reinforcing exposure to the same ideas. We developed a compound creative mindset scale termed the Individual Creative Inventory, built from existing scales, and enhanced with contextual elements to situate items within circumstances where growth could be actualized. This new scale was found to have a single factor structure and strong psychometric properties. Our results showed that reported stress and creative mindsets endorsement were strongly interrelated. Further, questions couched within a context of difficulty were perceived differently than similar questions without such a context. Moreover, academic versus creative tasks were found to be viewed differently and these differing views were modified by the intervention. The intervention also affected the proportion of participants electing to engage with challenging scenarios, with academic scenarios being impacted more than creative ones. These results demonstrate the robust interrelations between stress and creativity, the potential of a synergistic creative mindset and stress-is-enhancing intervention to encourage engagement with challenge more generally, and the effectiveness of repeated messaging.
■590 ▼aSchool code: 0130.
■650 4▼aPsychology
■650 4▼aEducational psychology
■650 4▼aMental health
■650 4▼aClinical psychology
■653 ▼aCreative growth mindset
■653 ▼aCreative personal identity
■653 ▼aCreative self efficacy
■653 ▼aIndividual Creative Inventory
■653 ▼aSynergistic intervention
■690 ▼a0621
■690 ▼a0525
■690 ▼a0622
■690 ▼a0347
■71020▼aUniversity of Minnesota▼bCognitive Science.
■7730 ▼tDissertations Abstracts International▼g87-01B.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2025
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17357839▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
