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Motivating Interior Design Students Toward Professional Creativity : = The Role of Feedback.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Motivating Interior Design Students Toward Professional Creativity :/
Reminder of title:	The Role of Feedback.
Author:	ALZenki, Farah Suliman.
Description:	1 online resource (148 pages)
Notes:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379748067

Motivating Interior Design Students Toward Professional Creativity : = The Role of Feedback.
ALZenki, Farah Suliman.

Motivating Interior Design Students Toward Professional Creativity :The Role of Feedback. - 1 online resource (148 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (M.F.A.)--Iowa State University, 2023.

Includes bibliographical references

In interior design, creativity is considered one of the key competencies that need to be acquired by entering professionals. Due to the professional importance of creativity, focusing on teaching creative thinking must become a central goal for today's educational institutions. Few empirical studies have been undertaken to understand creativity, particularly among interior designers, and the processes that are involved in it. The study aimed to identify the relationship between creative confidence and creative thinking, with the motivational factors of interior design students. Considering the effect of the instructor's feedback in design studio settings, this study also explored different types of feedback that can motivate interior design students to be creative. A purposive sample comprised 49 interior design students enrolled in the second -year and senior-year interior design studios at one public university in the Midwest area of the United States. The participants completed a figural form of the Torrance Tests of Creative Thinking (TTCT) to measure their general creative thinking based on four features of creativity: flexibility, fluency, elaboration, and originality. The online survey questionnaire for the students included: the Work Preference Inventory (WPI) to asset students' different types of motivation orientation, the Short Scale of Creative Self (SSCS) to measure Creative Self Efficacy (CSE) and Creative Personal Identity (CPI); and Motivational Feedback to identify feedback preferences. The study found no significant relationship between students' creative thinking, measured using TTCT, with WPI or Motivational Feedback. However, this study revealed the significant relationship between creative thinking and creative confidence of interior design students, using the TTCT and the SSCS questionnaire. As a result, correlational analyses found that, the students' creative self-efficacy (CSE) and creative personal identity (CPI) significantly predicted their creativity, whereas the work preference inventory (WPI) and motivational feedback (MF) were useful tools to identify the students' preferred work environment and style as well as to foster their creativity and motivation. Comparing second-year with fourth-year students' TTCT results, fourth-year students scored higher on flexibility and closure, while second-year students scored high on originality, elaboration, and titles in their TTCT. Regarding the relationships between motivational feedback and creativity, the findings indicated that many statements could affect creativity. The most significant statement was that focusing on small technical details has a positive correlation with creativity. were a few differences between second- and fourth-year students observed. Fourth-year students seemed more open to motivational comments than second-year students, taking criticism and incorporating it into their work. In addition, fourth-year students presumably get feedback that is more specific and nuanced than their second-year peers.In addition, the study's findings highlight the need for further empirical research on the creative processes involved in creativity, both creative confidence and professional creative thinking abilities, among interior designers and the factors that can enhance or hinder their creative abilities. The insights gained from this research could help educators and practitioners better understand how to foster creativity and innovation in the field of interior design, leading to new and exciting developments in the industry. The implications of these findings are presented for practitioners and educators who wish to foster creativity and enhance the learning atmosphere for students majoring in interior design. Moreover, future studies could explore the impact of different teaching approaches and feedback methods on students' creativity and motivation, allowing for the developing of more effective and tailored teaching strategies. Ultimately, a deeper understanding of creativity in interior design could lead to a more vibrant and dynamic field and better outcomes for clients and the broader community.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379748067Subjects--Topical Terms:

555912
Education.
Subjects--Index Terms:

CreativityIndex Terms--Genre/Form:

554714
Electronic books.

Motivating Interior Design Students Toward Professional Creativity : = The Role of Feedback.
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