Creative
Confidence

This study investigates the impact of applying a growth mindset within the design thinking process, combined with constructive group critique, on fostering creative confidence in secondary school Art students. This research is driven by the importance of fostering creative confidence in students, which is closely linked with student engagement and intrinsic motivation. Additionally, this study seeks to develop students’ understanding of design, a less familiar and most recently added strand to the Art curriculum (NCCA 2016, 2019), along with developing the creative key skills within the Junior and Senior Cycle Frameworks (DES 2015; NCCA 2009). In expanding students’ understanding of design, this research aims to broaden their perceptions of creativity beyond their more familiar art and craft practice.

        By integrating Dweck’s (2006) growth mindset approaches, the design thinking process, and constructive group critique, the study investigates how this triadic approach can enhance students’ growth and confidence in their creativity. Conducted in a mixed-gender Irish secondary school, the study involved 35 fifth-year Art students working on a 10-week album cover design project. Data was collected through pre- and post-project questionnaires, observations of group critiques, analysis of student work, and an impromptu focus group.

        Findings show that, despite fluctuations, students’ creative confidence trended upwards throughout the project. The structured, scaffolded design thinking process was credited with fostering confidence, helping students navigate the ambiguous creative process. Group critique sessions, including both peer and teacher feedback, supported students in organising their thinking and refining their work, aligning with Vygotsky’s (1978) peer learning theories and Schön’s (1983) concept of reflection-in-action. By the end of the project, students demonstrated a far greater understanding and appreciation of design, moving from viewing it as a one-step planning process to an iterative, explorative process grounded in conceptual thinking, critical reflection and refinement.       The study also revealed significant growth in students’ creative mindsets, with increased confidence, resilience and autonomy. This was evident in both student responses and their work, as they persevered through challenges, engaged with their own ideas and developed intrinsic motivation in their explorative iterations. This research highlights the value of scaffolded creative frameworks, growth mindset integration, and group critique in supporting students’ creative growth and fostering confidence in students. Recommendations for further research include conducting longitudinal studies to assess the long-term impact of these triadic approaches and expanding research to other creative disciplines.