Academic literature on the topic 'Psychological aspects of Creative writing (Higher education)'

One of the modern trends in both formal and corporate education is microlearning which involves using short videos in educational process. Microlearning has a variety of advantages including that this approach is more student-oriented, aimed at increasing the level of mastering knowledge, requires less time spent by students for learning, gives a possibility to study at any time and anywhere using own devices, increases motivation etc. The article deals with methodological aspects of creating educational video materials taking into account psychological peculiarities and learning habits of modern students. Video materials belong to the most powerful tools in educational process as they provide students with the possibility of simultaneous perception of auditory and visual information. Video materials must be strictly structured and involve students into learning process, in particular they could be included into different sources of electronic learning courses (ELC). There are different types of videos that are used in ELC such as introductory video, video lectures, video tutorials, additional video materials, interactive video. In spite of content variety all video materials undergo the same procedure of creation including dividing material into logically finished parts, notions definition, writing content questions, components structuring etc. Recording of a video must be a thoroughly planned process to ensure high quality of outcoming product. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. The article also deals with peculiarities of webinars as one of the possibilities of using video materials in educational process of higher educational institutions. Different types of webinars are analysed including tutorial webinar, lecture webinar, practical webinar. A comparative analysis of different webinar-oriented platforms has also been made.

Critical thinking, reflection, multiple methods of researching need a preparation, discipline, training. Classical forms as lectures, seminars don’t response of contemporaries challenges, because of a subject-object installation between a lecturer and students. It’s impossible to create researching atmosphere at an auditorium. The aim of the article is clarification of conditions of creating of workshop as a form of existing of philosophy in higher education.Workshop as a specific pedagogical form isn’t something principal new thing. Pedagogic measurement is a fundamental component of workshops of painters (for example, workshops of Rembrandt van Rijn, Jan Vermeer van Delft etc.). Something like that we can observe in theatrical workshops.In 1922 was created French Group of New Education (J. Piaget, H. Wallon, P. Langevin etc.). They rethought ideas of J.-J. Rousseau, I. Pestalozzi, J. Korczak, A. Makarenko etc. and formulated six rules of pedagogic workshop: a) active position of a teacher and students; b) priority of autonomy during education; c) confidence of every student’s talent; d) using of critical thinking; e) intersubjective character of thinking; f) accuracy of calculation of psychological statesю.I’ve proposed seven components of a philosophical workshop. The first is informative that consists of two aspects: a) topological – a philosophical workshop as a communicative space; b) technological – a philosophical workshop as a developing skills and proficiencies. The second is a historical component that includes: a) foundation of our university; b) personal roots of our philosophical workshop (V. Karpov – a founder of our department of philosophy and the first rector of the same time, G. Zajchenko – the first doctor of philosophical sciences); c) opening of specialized academic council in 1992 by P. Gnatenko; d) opening a branch ‘philosophy’ in our university. The third component is developing of three fundamental humanitarian practices – speaking, reading, writing. The fourth component is methodological as familiarization of classical (analyses, synthesis, observing, describing etc.), non-classical (hermeneutics, structuralism etc.), post-non-classic (synergic) methodologies. The fifth is organizing component – priority of communicative-praxeological approach under lectures. The sixth component is communicative as forming of creative atmosphere during class. And the last – theoretical component as possibility of creating of own metaphysics.

Higher level thought involves both critical and creative thinking skills. Although the psychological literature is rich with research on teaching critical thinking, relatively little published work addresses ways of promoting creative thinking. In this article we describe the use of poetry writing in an abnormal psychology class to encourage creative exploration and informed empathy. Content analyses suggested that the majority of students' poems communicated both accurate information and empathy. Furthermore, most students described the poetry assignment as a positive learning experience. Two examples demonstrate creative ways students' poems can distill and communicate information.

The article presents the results of theoretical, psychological and pedagogical research on the effectiveness of management of cognitive activity of students of higher educational institutions. The notion of the model of education as a mixed type of pedagogical technologies of education and with orientation on educational and professional needs of students is substantiated. The postmodern model of teaching is described through the actualization of the creative potential of the pedagogical process, while preserving the classical educational paradigm. Peculiarities of students' cognitive activity management in the postmodern model of education are analyzed. Important personal and motivational characteristics of the student as a subject of educational activity are reflected.

Este artigo se propõe a analisar os dados parciais obtidos pelo grupo de pesquisa Escrita Criativa na Academia: a formação do escritor, que desenvolve, desde 2015, uma pesquisa cujo objetivo geral é analisar a estrutura curricular e as condições de ensino oferecidas pelos cursos de mestrado e doutorado voltados para a formação do escritor, do pesquisador e do docente na área de Escrita Criativa da PUCRS. Pretende-se aqui discutir quais são as percepções dos alunos e egressos do programa de pós-graduação em Escrita Criativa sobre os aspectos mais importantes de sua educação e seus objetivos profissionais na área.********************************************************************Student/alumni perceptions and perspectives in the postgraduate studies Creative Writing courses at PUCRSAbstract: This article aims to analyze the partial data obtained by the Creative Writing in Academia – the writer´s education research group at the Pontifical Catholic University of Rio Grande do Sul (PUCRS) in Brazil. This research, developed since 2015, has as main objective the analysis of Master and PhD-level Creative Writing courses at PUCRS, focusing on study conditions and student/alumni perceptions about their education, its most important aspects, as well as their professional aspirations in Creative Writing.Keywords: Creative writing; Higher education; Graduate studies; Brazil

The 4.0 industrial revolution marked by innovation in information technology "internet of things" has a broad impact on the economy throughout the world including Indonesia. The role of higher education can be done through the implementation of entrepreneurship education by utilizing digital technology, because higher education is an agent of change that prepares students to be superior, tough, and competent in plunging into society. The purpose of writing this article provides an overview of entrepreneurship education held in universities to provide students with the provision of entrepreneurship to be ready to face the world of work by utilizing digital technology. The method used in writing this article is descriptif by using library studies so as to produce exposure in the form of theoretical ideas about the importance of entrepreneurship education to students by utilizing digital technology. The results of this study are expected to be able to equip character building entrepreneur 4.0 students, namely smart, trustworthy and creative including efforts to improve 5C aspects (creative, cognitive, collaborative, competence, cohesiveness) and able to create a generation of digitalpreneur.

Creativity and giftedness are frequently associated, and schools may use measures of creativity for identifying gifted and talented students. The researchers examined three aspects of elementary student creativity: (a) the relationship between a teacher’s rating of student creativity and rubric-scored student writing samples, (b) group differences regarding creativity between identified gifted and general education students, and (c) potential gender differences evident in teacher ratings of creativity as well as creative products. Participants in the study were 155 Grade 4 students in an urban district in a southwestern state. Teacher ratings on three different scales were related to student creative products, yielding Pearson correlations ranging from r = .20 to r = .27. Identified gifted students scored higher than general education students in both teacher ratings of creativity ( d = 0.83) and written products ( d = 0.53). Female students scored higher than male students in both teacher ratings of creativity ( d = 0.22) and written products ( d = 0.57). These findings suggest that teacher ratings moderately predict creative student products. Identified gifted students scored consistently higher than general education students in creativity, and females scored slightly higher than males on creativity measures.

Purpose The introduction of a People’s Academy (PA) within the School of Health and Social Care (HSC) at London South Bank University has created ripples across the pond that is Higher Education. The paper aims to discuss this issue. Design/methodology/approach Working as a coproduction innovation hub, the PA celebrates inclusion of those with a lived experience of HSC services into the academic community as valued members of the teaching and learning team. In its second year the PA has gained attention and achieved a “highly commended” status from external regulating bodies. Findings In this paper the authors report on aspects arising from an entrepreneurial education approach. First, is the work-based learning experience students achieve within the Higher Education Institution (HEI) setting, preparing them for clinical placements and client encounters. Second are ripples of activity the PA work streams have sent throughout the academic staff via critically creative working practices as a process of entrepreneurial education. Conclusions focus on a sustainable approach to recovery and resilience (whether physical or psychological) and overall well-being that PA members recognise as a raised level of compassion for sustainable health and well-being for all. Social implications The work and enthusiasm of the PA as an authentic social engagement process rippling across the “University” experience; whether for students in the classroom or when working alongside academic staff, is identifiable in all aspects of academic activities. Most importantly is a positive gain in terms of knowledge, skills and confidence for the PA members themselves and their own well-being enhancement. Originality/value The PA approach to entrepreneurial education and work-based learning across the HEI setting is one of the first of its kind. This paper outlines core practices to achieve innovative coproduction approach that others may wish to replicate.

The article establishes that creativity is a complex, interdisciplinary problem that attracts the scientific interest of specialists in various fields of knowledge, especially pedagogy and psychology. The purpose of the article is to identify the main aspects of the problem of creativity and to outline the relevant areas of scientific psychological and pedagogical research. It is revealed that creativity is reasonably considered as a universal personality trait, an integral creative ability. Psychological and pedagogical research emphasizes the important place and role of creativity in training and activities. It was found that creativity is mainly associated with creativity and talent of the individual, with the development of his creative abilities. The connection of creativity with other personality traits, in particular with the level of its intellectual development, as well as with imagination, intuition, the need for self-actualization, etc., is being actively developed. It is stated that in the psychological and pedagogical scientific literature the question of at what age one should start work on the formation of creativity or which age is the most favorable for this continues to be discussed. Some scholars argue that the formation of creativity should begin in the early stages of personality development, others believe that especially favorable for the development of creativity is the senior school age. It was found that scientists are interested in the development of creativity in higher education, including pedagogy. Creativity is considered as a component of professional skill. One of the aspects of the problem of creativity and the corresponding direction of psychological and pedagogical research is creative thinking. The issue of creative competence is also being developed. Much of the research on certain issues is devoted to the conditions, methods and technologies of formation and development of creativity. These include creative environment, search and research and invention activities, practical classes, information and communication, interactive (game), design technologies, case method, design, modeling.

This article is devoted to the study of the problem of overcoming language barriers that prevent students from successfully mastering a foreign language. The concept of «language barrier», its linguistic and psychological aspects are considered, and various approaches to its definition are analyzed. The article describes the main factors that affect the formation of the language barrier. Special attention is paid to the psychological aspects of the language barrier associated with internal fears, self-doubt, fear of making a mistake, which is one of the main causes of the language barrier. The paper explores possible ways to overcome language barriers when learning a foreign language, using modern methods and techniques in the classroom that contribute to the de-velopment of cognitive interest, activation of mental activity. The author highlights a personality-oriented ap-proach aimed at developing creative abilities and self-expression. The personality-oriented approach is the defining direction of research of methods of teaching a foreign language in this work. As an effective way to overcome the language barrier in teaching a foreign language, we propose a method of scenic interpretation of literary texts, which contributes to the activation of cognitive activity and the development of communica-tion skills. An experiment aimed at testing this method in 2nd-year students of Kokshetau state University is described. Sh. Ualikhanov, specialty: «Foreign language: two foreign languages», level A1, A2. The paper presents the results of an experiment that proves the effectiveness of using the method of scenic interpretation of literary texts in the study of a foreign language.

Chan Hing Yee Letty.
Thesis (M.Phil.)--Chinese University of Hong Kong, 2006.
Includes bibliographical references (leaves 128-134).
Abstracts in English and Chinese.
TABLE OF CONTENTS
ACKNOWLEDGEMENTS --- p.iv
LIST OF TABLES --- p.ix
LIST OF FIGURES --- p.x
Chapter CHAPTER 1 - --- INTRODUCTION
Chapter 1.1 --- Rational of the Study --- p.2
Chapter 1.2 --- Research Gap --- p.3
Chapter CHAPTER 2 - --- REVIEW OF THE LITERATURE
Chapter 2.1 --- Review of Motivation Theories and Research --- p.6
Chapter 2.2 --- Factors that Affect Writing Motivation --- p.11
Chapter 2.2.1 --- Personal Factors --- p.11
Chapter 2.2.2 --- Environmental Factors --- p.14
Chapter 2.3 --- Writing Development --- p.17
Chapter 2.4 --- The Nature of Writing --- p.18
Chapter 2.4.1 --- Theories in Writing Processes --- p.18
Chapter 2.4.2 --- Composing Processes/Planning Process --- p.22
Chapter 2.5 --- Motivation in Language Learning: Context in Hong Kong --- p.25
Chapter 2.5.1 --- Education Background in Hong Kong --- p.25
Chapter 2.5.2 --- Writing Instructions --- p.26
Chapter 2.5.3 --- Learning Motivation --- p.27
Chapter CHAPTER 3 - --- METHOD
Chapter 3.1 --- Research Question --- p.30
Chapter 3.2 --- Research Design --- p.31
Chapter 3.3. --- The Use of Methodology in the Current Study --- p.31
Chapter 3.3.1 --- Studying Motivation --- p.31
Chapter 3.3.2 --- Studying Writing Processes --- p.33
Chapter 3.4 --- Participants --- p.34
Chapter 3.5 --- Data Collection Procedures --- p.35
Chapter 3.5.1 --- Semi-structured Interviews --- p.35
Chapter 3.5.2 --- The Composing Processes --- p.37
Chapter 3.5.3 --- Writing Journals --- p.41
Chapter 3.6 --- Instruments --- p.41
Chapter 3.6.1 --- Background Information Questionnaire --- p.41
Chapter 3.6.2 --- Motivation and Effort Questionnaire --- p.42
Chapter 3.6.3 --- Scale of Writing Apprehension --- p.42
Chapter 3.6.4 --- Writing Self-Efficacy Questionnaire --- p.43
Chapter 3.7 --- Data Analysis Procedures
Chapter 3.7.1 --- Responses to the Background Information Questionnaire --- p.43
Chapter 3.7.2 --- Responses to the Motivation and Effort Questionnaire --- p.43
Chapter 3.7.3 --- Responses to the Scale of Writing Apprehension --- p.44
Chapter 3.7.4 --- Responses to the Writing self-Effcacy Questionnaire --- p.44
Chapter 3.7.5 --- The Semi-structured Interview --- p.44
Chapter 3.7.6 --- Methods to Analyze the Data Collected in the Composing Session --- p.45
Micro-motivation --- p.45
Analysis of Pauses --- p.45
Analysis of Writing Journals --- p.45
Chapter CHAPTER 4 - --- RESULTS AND DISCUSSION --- p.48
Chapter 4.1 --- Writing Motivation and Affect --- p.48
Chapter 4.1.1 --- Results of Motivation and Effort Questionnaire --- p.48
Chapter 4.1.2 --- Results of Scale of Writing Apprehension --- p.49
Chapter 4.1.3 --- Results of Writing Self-Efficacy Questionnaire --- p.51
Chapter 4.2 --- Background of the Participants --- p.52
Chapter 4.2.1 --- Daniel --- p.52
Chapter 4.2.2 --- Cintia --- p.53
Chapter 4.2.3 --- Melina --- p.54
Chapter 4.2.4 --- Charlene --- p.55
Chapter 4.3 --- Second Language Writing Motivation Outside the Classroom --- p.56
Chapter 4.3.1 --- Personal Level --- p.57
Chapter 4.3.2 --- Environmental Level --- p.67
Chapter 4.4 --- Second Language Writing Motivation Inside the Classroom --- p.72
Chapter 4.5 --- Confidence about Writing --- p.78
Chapter 4.6 --- Micro-motivation in the Writing Task --- p.82
Chapter 4.6.1 --- Factors Affecting Writing Motivation --- p.83
Chapter 4.6.2 --- Factors Affecting Confidence --- p.86
Chapter 4.6.3 --- Factors Affecting the Level of Comfort --- p.89
Chapter 4.7 --- Writing Strategies --- p.91
Chapter 4.8 --- Theoretical Discussions --- p.96
Chapter 4.8.1 --- Writing Motivation: Its Relation to the Current Motivational Theories --- p.96
Chapter 4.8.2 --- An Important Need for L2 Student Writers --- p.102
Chapter 4.8.3 --- Theories in Writing Processes --- p.103
Chapter 4.8.4 --- The Advantage of Personal Writing to L2 Students --- p.105
Chapter CHAPTER 5 - --- CONCLUSION AND IMPLICATION
Chapter 5.1 --- Recapitulations --- p.107
Chapter 5.2 --- Results and conclusion --- p.109
Chapter 5.3 --- Implications --- p.115
Chapter 5.3.1 --- Methodological Implications --- p.115
Strengths and Weaknesses --- p.115
Further Research --- p.116
Chapter 5.3.2 --- Pedagogical Implications --- p.117
Creating the Basic Motivational Conditions --- p.120
Generating Writing Motivation --- p.122
Maintaining Writing Motivation --- p.124
Encouraging Positive Retrospective Self-evaluation --- p.126
Chapter 5.4 --- Conclusion --- p.127
REFERENCE --- p.128
APPENDIXES
APPENDIX A Background Information Questionnaire --- p.135
APPENDIX B Consent Form of Participants --- p.137
APPENDIX C Motivation and Effort Questionnaire --- p.138
APPENDIX D Scale of Writing Apprehension --- p.140
APPENDIX E Writing Self-Efficacy Questionnaire --- p.142
APPENDIX F Instructions for Participants in the Writing Task --- p.144
APPENDIX G Participants' Writing Sample in the Writing Task --- p.146
APPENDIX H Instructions for Keeping a Writing Journal --- p.157
APPENDIX I Participants' Reflective Writing Journals --- p.158
Daniel's Journals --- p.158
Cintia's Journals --- p.161
Melina's Journals --- p.186
Charlene's Journals --- p.194

Online technologies provide a myriad of new teaching and learning methods, and while those new technologies have a lot of advantages, the rapid change from face-to-face to online teaching and distance learning during the COVID-19 pandemic has made certain disadvantages visible, too. This paper focuses on the psychological impact of online learning on students, specifically in connection with the move from a well-known place, the university campus, to an unknown space, the online classroom. It explores why uncertainty and anxiety can result in reluctance to engage, a process that is caused by a lack of social information, low peer bonding possibilities and obstacles to create a sense of belonging. The findings are based on a general, theoretical understanding of psychological aspects that impact the virtual classroom, as well as on observations made during the lockdown period and its subsequent months of online teaching, drawing on concepts from social psychology, i.e. social cognition, social perception and conformity. What has become undoubtedly evident is that while the new technologies create new and creative spaces for teaching and learning, they are by no means free of stress and anxiety.