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  • 25 - Peers, Affect, and Creativity at School

  • from Part V - Emotions and Creativity at School and Work
  • Edited by Zorana Ivcevic, Yale University, Connecticut, Jessica D. Hoffmann, Yale University, Connecticut, James C. Kaufman, University of Connecticut
  • Book:
    The Cambridge Handbook of Creativity and Emotions
    Published online:
    16 February 2023
    Print publication:
    23 February 2023, pp 479-497

  • Summary

    This chapter discusses the dynamic interplay of peer relationships and affect: factors that serve as drivers and consequences of creativity in the classroom. A particular focus is put on three problems inspired by research conducted in creativity and educational psychology literature. First, it is analyzed how creative students are perceived by their peers, i.e., whether being creative means being interpersonally attractive in the classroom. The benefits and risks of creative potential and behavior for peer relationships are overviewed based on sociometric and network studies. Second, school and class-based conditions of creative self-concept are analyzed. Drawing on the classic “big-fish-little-pond effect,” which shows that students tend to underestimate their potential in selective classroom environments, this chapter explores the extent to which this effect generalizes to creativity. Third and finally, the role of classroom creative climate, particularly teachers’ support and classroom interaction, to make creativity effective is emphasized.