A Study on the Influence of Implicit Theories of Intelligence on Creative Behavior among Calligraphy Majors in Chinese Universities
Abstract
As a key indicator for evaluating innovative talent, creative behavior occupies a central position in art education. For calligraphy majors, creative behavior not only reflects students’ cognitive ability and artistic literacy, but also determines their capacity to develop personal styles and creative expression based on traditional techniques. This study focuses on the influence mechanism of “implicit theories of intelligence” on the creative behavior of calligraphy majors, aiming to fill the research gap in this field and explore its practical significance and educational strategies. Based on Dweck’s theory of implicit intelligence, and supported by relevant literature, this research analyzes the positive effects of such beliefs on creative behavior from three perspectives: stimulating a sense of challenge, enhancing confidence and perseverance, and activating intrinsic motivation. The study reveals that students with a high level of incremental belief in intelligence are more likely to demonstrate stronger adaptability and creativity when facing creative challenges, thereby promoting the sustainable development of their creative behavior. Accordingly, this paper suggests that calligraphy education should systematically introduce “growth mindset” training, create a teaching environment that encourages exploration and tolerates failure, and incorporate the cultivation of intelligence beliefs into the educational system, in order to comprehensively improve students’ creative ability and artistic expression. This research holds significant theoretical and practical value for optimizing art education models and promoting students’ holistic development.
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