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In the present investigation, we make the claim that the creative process of generating, evaluating, and selecting ideas has cognitive and metacognitive components, capable of influencing each other. Hence, we suggest broadening the scope of creative metacognition. We take an exploratory approach to test relationships between creative beliefs and metacognitive indicators in three studies with business students. Across three studies, overestimation of the quality of one's ideas and originality scores had a negative relationship with accurate idea selection. Creative self-efficacy, growth mindsets, and ease of idea generation were positively related to the overestimation of the creativity of ideas generated. In addition, creative self-efficacy and growth mindsets had a positive relationship with originality scores. We also found some results that were interesting, but inconsistent across all three studies. Ease of idea generation, for example, had a positive relationship with accurate idea selection but a non-significant relationship in the remaining two studies. Similarly, originality scores significantly informed ease of idea generation in one of three studies. The applied and theoretical implications for creative metacognition were discussed.

Co-creation involves giving students an active role in the design of entrepreneurial courses, with important consequences in terms of autonomy support and entrepreneurial intention. In study 1, we manipulated cocreation and hypothesized a positive influence on autonomy support and entrepreneurial intention. Results showed a positive influence of the experimental manipulation on entrepreneurial intention by increasing autonomy support. In study 2, we examined the relationships between autonomy support, satisfaction, curiosity, and entrepreneurial intention. Results showed positive relationships between autonomy support and class satisfaction, curiosity, and entrepreneurial intention. Class satisfaction and curiosity had positive relationships with entrepreneurial intention. The implications were discussed. [ABSTRACT FROM AUTHOR]

Based on a recently developed model of creative cognition, we tested in two studies, the relationships between creative potential, self-evaluations, metacognitive feelings, and growth and fixed mindsets in creative action. In both studies, participants (N = 491, mean = 21.57, SD = 2.78 and N = 280, 94% between the ages of 18 and 25 years, respectively, for studies 1 and 2) first completed a divergent thinking task, followed by an assessment of metacognitive feelings, self-evaluations of the creativity of the ideas generated (only in study 2), and creative mindsets while knowing that a second divergent thinking task was coming. Results showed that creative mindsets were sensitive to variations in creative potential, self-evaluations, and metacognitive feelings when examined in creative action. Specifically, studies 1 and 2 showed positive relationships between metacognitive feelings and growth mindsets. Results from study 2 showed positive relationships between self-evaluations of the idea generated and growth mindsets. For fixed mindsets, the creative potential of task 1 had a negative relationship in study 1 and a negative relationship between fixed mindsets and the creative potential of task 2 in study 2. The implications for creative metacognition were explored. [ABSTRACT FROM AUTHOR]