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dc.contributor.authorHughes, Gareth
dc.date.accessioned2021-05-07T15:02:27Z
dc.date.available2021-05-07T15:02:27Z
dc.date.issued2019-07-06
dc.identifier.citationHughes G. (2019). 'Relationships Between Creativity, Wellbeing, and Learning and Their Implications for Students in Higher Education'. In Peters, M.A., and and Heraud, R. (Eds.). 'Encyclopedia of Educational Innovation'. New York: Springer.en_US
dc.identifier.isbn9789811322624
dc.identifier.doi10.1007/978-981-13-2262-4_59-1
dc.identifier.urihttp://hdl.handle.net/10545/625757
dc.description.abstractThere are a number of claims in the literature that by increasing creativity and creative learning, it may be possible to improve student wellbeing and learning and academic performance (e.g., Robinson and Aronica 2016). To evaluate this claim, it is first important to consider the contested relationship between wellbeing and creativity and then to consider the implications of these findings for student wellbeing, learning, and performance.en_US
dc.description.sponsorshipNAen_US
dc.language.isoenen_US
dc.publisherSpringer Linken_US
dc.relation.urlhttps://link.springer.com/referenceworkentry/10.1007%2F978-981-13-2262-4_59-1en_US
dc.rights.urihttp://www.springer.com/tdm
dc.subjectStudentsen_US
dc.subjectwellbeingen_US
dc.subjectcreativityen_US
dc.titleRelationships Between Creativity, Wellbeing, and Learning and Their Implications for Students in Higher Educationen_US
dc.typeBook chapteren_US
dc.typeOtheren_US
dc.contributor.departmentUniversity of Derbyen_US
dc.source.booktitleEncyclopedia of Educational Innovation
dc.source.beginpage1
dc.source.endpage6
dcterms.dateAccepted2019-04-08
dc.author.detailsadm133en_US


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