THE EFFECT OF SOCIAL FEEDBACK ON ARTISTIC CREATIVITY: A QUANTITATIVE STUDY OF FINE ARTS STUDENTS IN ENUGU STATE

Authors

  • Anthony C. Eheli Department of Fine Art Federal College of Education, Eha Amufu

DOI:

https://doi.org/10.53555/nnel.v8i5.1262

Keywords:

artistic creativity, social feedback, fine art, students

Abstract

Over the years, arts have assumed a ubiquitous part of humankind, reflecting a means of communicating ideas, feelings, and solutions in a way other than verbally or written. It is an area of study that requires skills and mental capabilities to be presented as a concept. Intimations suggest that the social environment influences creativity. Indeed, artistic ideas are created for appraisal. Hence, comments from people are integral to creative art. The primary objective of the current study was to examine the artistic creativity of fine art students based on social feedback. Participants in the study included one hundred and thirteen (n = 113) students enrolled in fine and applied art departments at tertiary institutions in Enugu State, Nigeria. Self-report measures were used to obtain data. The data were subjected to a simple linear regression analysis, which revealed a significant positive relationship between social feedback and artistic creativity. According to the study, social input is an essential component of artistic creation.

References

Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students' feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy, and Practice, 27(1). https://doi.org/10.1080/0969594X.2019.1688764

Anuar, R., Abidin, S. Z., & Zakaria, W. Z. W. (2019). The design, development, and evaluation of sack courseware facilitates the art and design education of students' artistic skills knowledge. Asian Journal of University Education, 15(3). https://doi.org/10.24191/ajue.v15i3.06

Bohndick, C., Menne, C. M., Kohlmeyer, S., & Buhl, H. M. (2020). Feedback in internet-based self-assessment and its effects on acceptance and motivation. Journal of Further and Higher Education, 44(6). https://doi.org/10.1080/0309877X.2019.1596233

Bos, D. J., Barnes, E. D., Silver, B. M., Ajodan, E. L., Clark-Whitney, E., Scult, M. A., Power, J. D., & Jones, R. M. (2021). An effort-based social feedback paradigm reveals aversion to popularity in socially anxious participants and increased motivation in adolescents. PLoS ONE, 16(4 April 2021). https://doi.org/10.1371/journal.pone.0249326

Brezovnik, A. (2015). The benefits of fine art integration into mathematics in primary school. Center for Educational Policy Studies Journal, 5(3).

Burgers, C., Eden, A., Van Engelenburg, M. D., & Buningh, S. (2015). How feedback boosts motivation and plays in a brain-training game. Computers in Human Behavior, 48, 94–103. https://doi.org/10.1016/J.CHB.2015.01.038

Eckner, J. T., Chandran, S. K., & Richardson, J. K. (2011). Investigating the role of feedback and motivation in clinical reaction time assessment. PM and R, 3(12). https://doi.org/10.1016/j.pmrj.2011.04.022

Foca, E. (2018). Education: 13 benefits of art pedagogical technologies in the process of primary school adaptation. Review of Artistic Education, 16(1). https://doi.org/10.2478/rae-2018-0035

Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1). https://doi.org/10.1007/s10648-018-9446-6

Geister, S., Konradt, U., & Hertel, G. (2006). Effects of process feedback on motivation, satisfaction, and performance in virtual teams. Small-Group Research, 37(5). https://doi.org/10.1177/1046496406292337

Haeyen, S., Chakhssi, F., & Van Hooren, S. (2020). Benefits of art therapy in people diagnosed with personality disorders: A quantitative survey. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00686

Harackiewicz, J. M. (1979). The effects of reward contingency and performance feedback on intrinsic motivation. Journal of Personality and Social Psychology, 37(8). https://doi.org/10.1037/0022-3514.37.8.1352

Hattie, J., & Timperley, H. (2007). The power of feedback. In Review of Educational Research (Vol. 77, Issue 1). https://doi.org/10.3102/003465430298487

Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students' feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy, and Practice, 27(1). https://doi.org/10.1080/0969594X.2019.1688764

Anuar, R., Abidin, S. Z., & Zakaria, W. Z. W. (2019). The design, development, and evaluation of sack courseware facilitates the art and design education of students' artistic skills knowledge. Asian Journal of University Education, 15(3). https://doi.org/10.24191/ajue.v15i3.06

Bohndick, C., Menne, C. M., Kohlmeyer, S., & Buhl, H. M. (2020). Feedback in internet-based self-assessment and its effects on acceptance and motivation. Journal of Further and Higher Education, 44(6). https://doi.org/10.1080/0309877X.2019.1596233

Bos, D. J., Barnes, E. D., Silver, B. M., Ajodan, E. L., Clark-Whitney, E., Scult, M. A., Power, J. D., & Jones, R. M. (2021). An effort-based social feedback paradigm reveals aversion to popularity in socially anxious participants and increased motivation in adolescents. PLoS ONE, 16(4 April 2021). https://doi.org/10.1371/journal.pone.0249326

Brezovnik, A. (2015). The benefits of fine art integration into mathematics in primary school. Center for Educational Policy Studies Journal, 5(3).

Burgers, C., Eden, A., Van Engelenburg, M. D., & Buningh, S. (2015). How feedback boosts motivation and plays in a brain-training game. Computers in Human Behavior, 48, 94–103. https://doi.org/10.1016/J.CHB.2015.01.038

Eckner, J. T., Chandran, S. K., & Richardson, J. K. (2011). Investigating the role of feedback and motivation in clinical reaction time assessment. PM and R, 3(12). https://doi.org/10.1016/j.pmrj.2011.04.022

Foca, E. (2018). Education: 13 benefits of art pedagogical technologies in the process of primary school adaptation. Review of Artistic Education, 16(1). https://doi.org/10.2478/rae-2018-0035

Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31(1). https://doi.org/10.1007/s10648-018-9446-6

Geister, S., Konradt, U., & Hertel, G. (2006). Effects of process feedback on motivation, satisfaction, and performance in virtual teams. Small-Group Research, 37(5). https://doi.org/10.1177/1046496406292337

Haeyen, S., Chakhssi, F., & Van Hooren, S. (2020). Benefits of art therapy in people diagnosed with personality disorders: A quantitative survey. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.00686

Harackiewicz, J. M. (1979). The effects of reward contingency and performance feedback on intrinsic motivation. Journal of Personality and Social Psychology, 37(8). https://doi.org/10.1037/0022-3514.37.8.1352

Hattie, J., & Timperley, H. (2007). The power of feedback. In Review of Educational Research (Vol. 77, Issue 1). https://doi.org/10.3102/003465430298487

Kasiyan. (2019). Art, art education, creative industry: Critique of commodification and fetishism of art aesthetics in Indonesia. Cogent Arts and Humanities, 6(1). https://doi.org/10.1080/23311983.2019.1586065

Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (2019). A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback. Educational Psychology. https://doi.org/10.1080/01443410.2019.1659939

Marino, K. (2018). The benefits of art education for English Language Learners' acquisition of the English language. ProQuest Dissertations and Theses.

Morris, J., Toma, M., Kelly, C., Joice, S., Kroll, T., Mead, G., & Williams, B. (2016). Social context, art-making processes and creative output: A qualitative study exploring how psychosocial benefits of art participation during stroke rehabilitation occur. Disability and

Agricola, B. T., Prins, F. J., & Sluijsmans, D. M. A. (2020). Impact of feedback request forms and verbal feedback on higher education students' feedback perception, self-efficacy, and motivation. Assessment in Education: Principles, Policy, and Practice, 27(1). https://doi.org/10.1080/0969594X.2019.1688764

Naletelich, K., & Paswan, A. K. (2018). Art infusion in retailing: The effect of art genres. Journal of Business Research, 85. https://doi.org/10.1016/j.jbusres.2017.10.030

Opoko, P., & Nwade, J. (2014). Catching them Young: The experiences of Children Art Instructors in Nigeria. Global Journal of Arts Education, 04(2).

Petcu, E. B., Sherwood, K., Popa-Wagner, A., Buga, A. M., Aceti, L., & Miroiu, R. I. (2016). Artistic skills recovery and compensation in visual artists after stroke. In Frontiers in Neurology (Vol. 7, Issue MAY). https://doi.org/10.3389/fneur.2016.00076

Pongan, E., Delphin-Combe, F., Krolak-Salmon, P., Leveque, Y., Tillmann, B., Bachelet, R., Getenet, J. C., Auguste, N., Trombert, B., Dorey, J. M., Laurent, B., & Rouch, I. (2019). The immediate benefit of art on pain and well-being in community-dwelling patients with mild Alzheimer's. American Journal of Alzheimer's Disease and Other Dementias, 35. https://doi.org/10.1177/1533317519859202

Radbourne, J., Glow, H., & Johanson, K. (2010). Measuring the intrinsic benefits of arts attendance. Cultural Trends, 19(4). https://doi.org/10.1080/09548963.2010.515005

Sajnani, N., Mayor, C., & Tillberg-Webb, H. (2020). Aesthetic presence: The role of the arts in the education of creative arts therapists in the classroom and online. Arts in Psychotherapy, 69. https://doi.org/10.1016/j.aip.2020.101668

Sowden, P. T., Clements, L., Redlich, C., & Lewis, C. (2015). Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education. Psychology of Aesthetics, Creativity, and the Arts, 9(2). https://doi.org/10.1037/aca0000018

Specker, E., Forster, M., Brinkmann, H., Boddy, J., Pelowski, M., Rosenberg, R., & Leder, H. (2020). The Vienna Art Interest and Art Knowledge Questionnaire (VAIAK): A unified and validated measure of art interest and art knowledge. Psychology of Aesthetics, Creativity, and the Arts, 14(2). https://doi.org/10.1037/aca0000205

Teasley, S. D. (2017). Student Facing Dashboards: One Size Fits All? Technology, Knowledge and Learning, 22(3). https://doi.org/10.1007/s10758-017-9314-3

Tricomi, E., & DePasque, S. (2016). The role of feedback in learning and motivation. Advances in Motivation and Achievement, 19. https://doi.org/10.1108/S0749-742320160000019015

Wilbert, J., Grosche, M., & Gerdes, H. (2010). Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment. Learning Disabilities: A Contemporary Journal, 8(2).

Zhang, J., Kuusisto, E., Nokelainen, P., & Tirri, K. (2020). Peer Feedback Reflects the Mindset and Academic Motivation of Learners. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01701

Downloads

Published

2022-06-09

How to Cite

Eheli, A. C. . (2022). THE EFFECT OF SOCIAL FEEDBACK ON ARTISTIC CREATIVITY: A QUANTITATIVE STUDY OF FINE ARTS STUDENTS IN ENUGU STATE. Journal of Advanced Research in Education and Literature (ISSN 2208-2441), 8(5), 68-72. https://doi.org/10.53555/nnel.v8i5.1262