Don't Let it be! Creative Co-regulation and Socially Shared Regulation in a Case Study of the Beatles: Get Back

0578925 - PSÚ 2024 US eng J - Journal Article
Urban, K. - Urban, Marek
Don't Let it be! Creative Co-regulation and Socially Shared Regulation in a Case Study of the Beatles: Get Back.
Journal of Creative Behavior. listopad (2023). ISSN 0022-0175
Institutional support: RVO:68081740
Keywords : creative self-regulation * metacognition * co-regulation * socially shared regulation * collaborative problem-solving * group creativity
OECD category: Psychology (including human - machine relations)
Impact factor: 3.9, year: 2022
Method of publishing: Limited access
https://onlinelibrary.wiley.com/journal/21626057

Criticism has been raised about creativity researchers narrowing their focus solely to the cognitive processes within individuals. To address these concerns, this case study seeks to expand the scope of creativity research by delving into metacognitive, motivational, and emotional processes involved in collaborative creative problem-solving. The present study applies the concepts of self-regulation, co-regulation, and socially shared regulation to a real-world case study: the documentary The Beatles: Get Back. Observational footage of the band rehearsing and creating new songs for their live show is analyzed within a socially shared regulation of learning (SSRL) framework. Theory-driven coding identified individual facets of self-regulation, coregulation, and socially shared regulation during collaborative creative problem-solving. The analysis revealed initial problems with self-regulation, especially motivation and emotion regulation, inhibiting collaboration. However, co-regulatory prompts between group members facilitated a shift toward more productive socially shared regulation where the band collectively negotiated goals, plans and ideas. An examination of spontaneous interactions highlighted the interplay between individual self-regulation and socially constructed regulation shaping real-world creative collaboration. Individual metacognitive skills, motivation, and emotions, as well as socially shared group dynamics enabled the members to regulate uncertainty and obstacles in collaborative creative problem-solving.
Permanent Link: https://hdl.handle.net/11104/0347843