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In this study, we introduced a multilevel perspective in order to identify a group contextual factor that moderates the relationship between cognitive style and creativity. Multilevel analyses of data collected from 306 employees from 50 organizational teams revealed that task conflict had beneficial effects on the creativity of intuitive individua...
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Citations
... Different cognitive styles represent the individuals' preferences for information needs and information interaction (Epstein et al., 1996). Individual cognitive style can effectively predict creativity and is considered to be a decisive factor of individual creativity (Kim et al., 2012). Creative Cognitive style is conducive to the formation of creative thinking (Zhang H. et al., 2018). ...
... Creative cognitive style provides a divergent and diversified thinking mode for the generation of breakthrough ideas (Kirton, 2003a,b). Individual cognitive style can effectively predict creativity and is considered to be a decisive factor of individual creativity (Kim et al., 2012). Factor theory suggests that creativity needs not only "will" but also "ability." ...
The survival and success of organizations increasingly depend on creativity. A Supervisor Creative Feedback Environment is of special value in enhancing team creativity, but few studies have explored the relationship between the supervisor creative feedback environment and creativity and how it affects creativity. Based on feedback intervention theory and triadic reciprocal determinism, this paper explores the process mechanism and boundary conditions of the supervisor creative feedback environment affecting team creativity from the perspectives of ambidextrous learning and team creative cognitive style. With 506 team members from 115 work teams in domestic enterprises as research samples, regression analysis was used to test the theoretical hypotheses. Feedback intervention, according to the feedback intervention theory, is a complicated process. There are various influencing factors, such as the feedback provider, means of feedback intervention, the content of the feedback information, situational factors, and the feedback recipients (Junwei, 2003). The leading creative feedback loop includes important feedback receiver's factors which are not mentioned above. Triadic reciprocal determinism holds that individual behavior is formed by the interaction and interconnection of individual, environment, and behavior. The two above-mentioned theories can explain why the leadership creative feedback environment can affect team creativity by influencing ambidextrous learning. The results also show that the feedback environment of supervisor creativity has positive effects on team creativity. Ambidextrous learning mediates the relation between supervisor creative feedback environments and team creativity. Team creative cognitive style has a positive moderating effect on the indirect relationship between a supervisor creative feedback environment and team creativity through ambidextrous learning. This study validates feedback intervention theory and triadic reciprocal determinism, expands the application of feedback environment factors in the research field of team creativity, provides a theoretical framework for the influence of the creative feedback environment on team creativity, and also provides theoretical support for managers to apply the management tool of a supervisor creative feedback environment to organizational context to improve team creativity. Based on the research results, this paper puts forward corresponding management suggestions from the aspect of creating a supervisor creative feedback environment, attaching importance to team ambidextrous learning, and making good use of creative cognitive style.
... Individuals with an intuitive cognitive style tend to pursue unique ideas rather than sticking to rules and standards. They are more creative and have higher innovation performance than individuals with an analytic cognitive style (Kim et al., 2012). Individuals with an intuitive cognitive style are better at identifying entrepreneurial opportunities, and they are more likely to identify opportunities for innovation (Baldacchino, 2013). ...
This study, based on Bem’s (1974) gender schema theory, investigates gender differences in and the relationship between gender role characteristics and entrepreneurial self-efficacy (ESE) of 261 female and 265 male entrepreneurs in China. The results show that male and female entrepreneurs did not differ significantly in ESE or in masculine gender role characteristics, but differed significantly in feminine gender role characteristics. Examining four different stages in the entrepreneurial life cycle, we find that for female entrepreneurs, feminine characteristics had a positive influence on ESE in the searching and planning stages of entrepreneurship, and masculine characteristics had a positive influence on ESE in the searching stage. For male entrepreneurs, feminine characteristics had a positive influence on ESE in the searching and planning stages, and masculine characteristics had a positive influence on ESE in the marshaling and implementing stages. In addition, one feminine characteristic, “Friendly,” showed a positive association with male entrepreneurs’ ESE in the marshaling stage. Overall, the feminine gender role factor of “Friendly” and the masculine gender role factor of “Compete” played a greater role on ESE than other characteristics. Implications of the findings are discussed. This study contributes a new perspective to extant research on entrepreneurial self-efficacy and female entrepreneurship.
... Researchers have identified many cognitive styles (Gander & Gardiner, 2001). Different cognitive styles considerably influence the individual perspective and group conflict management and they have the power to explain general abilities in children as well as their academic achievement (Kim, Choi, & Park, 2012;Kozhevnikov, 2007). Cognitive tempo is one of the most studied cognitive styles. ...
This research investigated the effects of Orff-based attention-enhancing music education programme on impulsive preschool children's cognitive tempo. The research was conducted using a quasi-experimental pretest-posttest control group design. Thirty preschoolers were included in this research; 15 in the experimental and 15 in the control groups. Research data was collected using Kansas Reflection-Impulsivity Scale for Preschoolers. Impulsive children were assigned to control and experimental groups. Besides traditional preschool education programme, children in the experimental group received a 36-session Orff-based attention-enhancing music education twice a week. Results showed that impulsive children in the experimental group reduced their number of errors and increased the length of reflection time compared to those in the control group. In line with this finding, it can be suggested that Orff-based attention-enhancing music education programme contributes positively to the cognitive tempo of impulsive preschool children, and it demonstrates long-term effects.
... Experts argue that cognitive tempo (style) is one of the most significant determinants of individual success. Different cognitive styles might considerably affect the personal point of view and the methods of resolving group conflict, and lead to different approaches and creative performance in case of conflict situations (Kim, Choi, & Park, 2012). In the field of industrial and organizational psychology, cognitive style is seen as one of the major factors that determine individual and organizational behaviours, internal communication and conflict management. ...
... Many researchers studying cognitive styles investigated how cognitive styles involving different classifications affect different variables. In these studies, it is seen that cognitive tempos are associated with obesity (Verbeken, Braet, Claus, Nederkoorn, & Oosterlaan, 2009), creativity (Al-Silami, 2010De Dreu & Van Vianen, 2001;Kim et al., 2012;Kozhevnikov, 2007;Miron, Erez, & Naveh, 2004), reasoning skills (Er, 2012) and parenting styles (Pekarsky, 2012). Yet, there are no studies conducted on the effects of preschool children's cognitive tempos on communication and emotional skills and the relationship between them. ...
The purpose of the present study was to investigate whether the communication and emotional skills of preschoolers differ on the basis of their reflection and impulsivity. The sample of the study comprised 227 (5–6 years old) students attending nursery classes and nursery schools in central districts of Konya. Kansas Reflection–Impulsivity Scale for Preschoolers (KRISP)-Form A developed by Wright, J. C. [(1971). KRISP Kansas reflection–impulsivity scale for preschoolers. Lawrence: University of Kansas] was used to determine the reflective–impulsive cognitive tempos of children. Communication skills of the children were measured using the Communication Skills Scale developed by Görgülü, F. [(2009) [Drama destekli kubaşık öğrenme etkinliklerinin okul öncesi 5–6 yaş çocuklarının iletişim becerilerine etkisi. Yayınlanmamış yüksek lisans tezi. Adnan Menderes Üniversitesi, Sosyal Bilimler Enstitüsü, Aydın], and emotional skills were analysed with the Assessment of Children’s Emotions Scale developed by Schultz, D., & Izard, C. E. (1998) [Assessment of children’s emotions scales (ACES). University of Delaware, Newark: Assessment Tool] and adapted to Turkish by Durmuşoğlu Saltalı, N., Deniz, M. E., Çeliköz, N., & Arı, R. (2009) [Altı yaş çocukları için duygusal becerilerin değerlendirilmesi testi’nin (ACES) TTürkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 42(1), 403–420]. The results indicated that preschool children’s scores of communication and emotional skills show a difference favouring those who have a reflective–cognitive tempo.
... Researchers (Kim, Choi, & Park, 2012;Kozhevnikov, 2007) report that cognitive styles are among the most important determinants of individual success. Cognitive styles affect considerably the individual point of view and have a strength in explaining the general skills in children rather than their academic success. ...
This study was undertaken to discover the effect of the Montessori Method on the cognitive tempo of 4–5-year-old children. Using an experimental pre-test–post-test paired control group design, the study sample included 60 children attending İhsan Doğramacı Applied Nursery School (affiliated to Selcuk University, Faculty of Health Sciences) in Konya during the 2015–2016 education year. The data of the study were collected using Kansas Reflection-Impulsivity Scale for Preschool – Form A. The tests were administered to children before and after the treatment and a follow-up test was administered to the treatment group six weeks following the completion of the treatment. The statistical analyses of the research data were done using Mann–Whitney U test and Wilcoxon Signed Rank Test. The results of the study indicated that the Montessori Method decreases the number of errors and extends the reflection time among the preschool children in the treatment group.
... However, researchers recently began to explore the moderating effects of team conflicts (Rau, 2005;Arazy, Nov, Patterson, & Yeo, 2011). Several scholars have confirmed that team conflicts can moderate the relationship between cognitive style and creativity (Kim, Choi, & Park, 2012). Therefore, the present study provides additional empirical evidence to the team conflict research stream by examining team conflicts as moderators in the relationship between cultural intelligence and employees' creative performance. ...
Recently, an increasing number of organizations conduct collaborative innovation by establishing interorganizational teams comprising employees from different organizations. Given that employees face immense challenges because of organizational culture differences in interorganizational teams, this study focused considerably on cultural intelligence in the interorganizational context. This cultural intelligence refers to the ability of individuals to deal effectively with organizational culture differences. Our research particularly explored the effect of employees’ cultural intelligence on their creative performance and the moderating effects of two types of team conflicts through hierarchical linear modeling. The sample was obtained from 54 interorganizational teams that included 275 employees. Results confirmed a positive relationship between employees’ cultural intelligence and their creative performance and the positive relationship will be stronger in higher relationship conflicts and lower task conflicts. The theoretical and practical implications of this study were also discussed.
... Previous researchers have shown that task conflict can have a beneficial effect on job performance (Cheng, Wang, & Zhang, 2011;Jehn, 1995;Simons & Peterson, 2000), whereas relationship conflict has been found to diminish job satisfaction and task performance (Choi & Sy, 2010;Jehn, 1995Jehn, , 1997Jehn & Mannix, 2001;Lau & Cobb, 2010). However, empirical research results vary regarding the outcome of intragroup conflict (de Wit, Jehn, & Scheepers, 2013;Kim, Choi, & Park, 2012). ...
We investigated the relationship between task conflict and team performance, taking into account the interaction effects of job demand. Participants were 5,579 employees in 153 teams at a South Korean manufacturing company. We found a statistically significant curvilinear relationship
between task conflict and actual team performance; however, the relationship between task conflict and perceived team performance was negative and linear. Through response surface analysis, we also found that task conflict positively predicted actual team performance when job demand was high,
whereas it had a negative effect when job demand was low. We performed response surface analysis of the results of polynomial regression, because we had speculated that those relationships could be essentially curvilinear. However, results showed no interaction effect of task conflict and
job demand in predicting perceived team performance. Thus, task conflict may function as a double-edged sword in terms of team performance.
... For example, accounting for cultural constructs can be essential to understand individual attitudes to altruism (Sheldon et al. 2011). Likewise, individual cognitive styles have been studied to help explain and manage group conflict (Kim et al. 2012). Contemporary personality research provides empirical support for the irreducibility postulate: i.e., " no scientific discipline is likely to subsume the others, all are needed " (Sheldon et al 2011). ...
... In the field of personality and well-being, multilevel approaches are recommended to study the complex interactions and effects among factors within and between levels of organization: cultural, social, personality, cognition and neural (van Mierlo et al 2005). It is well accepted at present that integrated and interdisciplinary models should account for moderator relationships between levels of organization (Kim et al 2012). The Multilevel Personality in Context (MPIC) (Sheldon et al. 2011), the Five Fundamental Principles for an Integrative Science of Personality (McAdams and Pals 2006), and the Cognitive-Affect Personality System (CAPS) (Mischel and Shoda 1995) exemplify how multiple levels of analysis can be integrated for a more reliable and complete understanding of complex human behavior –such as creativity. ...
This paper presents a multi-dimensional perspective for the study of creativity and formulates a framework for computational creativity that enables the definition of functional relationships among scales, and captures the effects of time. Its relevance and usefulness are shown first by classifying recent studies of computational creativity and second by illustrating multi-dimensional approaches to the computational study of creativity with sample simulation scenarios. The paper closes offering modeling guidelines for the computational studies of creativity.
... Researchers stated that cognitive styles are one of the most important determiners of individual successes. Different cognitive styles considerably affect individual perspective and management methods of group conflicts and they have a predictive power of general skills of children more than their academic success (Kim, Choi & Park, 2012;Kozhevnikov, 2007). ...
In this study school readiness of five-six year old children for primary
school according to their cognitive styles. Study group is composed of
227 five-six year old children attending nursery classes or kindergartens
at preschool institutions in districts of Konya city center. Kansas
Reflection-Impulsivity Scale for Preschoolers Form A (KRISP) was used
in order to identify study group children’s reflective-impulsive cognitive
styles, and Metropolitan Readiness Test, Preschool and Kindergarten
Behavior Scale Form A (PKBS) and Peabody Picture-Vocabulary Test
were used to determine their school readiness. Discrimination analysis
was done to find out how correctly children were classified into groups
with reflective-impulsive cognitive styles. Scores that groups got from
tests were analyzed using independent samples t-test and SPSS 16.0
package program. In order to examine the effect size Cohen d value was
calculated. General result found out at the end of the study is that school
readiness of preschool children differs in favor of children with reflective
cognitive style.
... Connecting team members with different preferences for information processing means that team members are likely to focus on differing perspectives, or aspects, of the information provided. This has been shown to be both beneficial and detrimental to team work (Schilpzand, 2010;Kim, 2012;Aggarwal and Woolley, 2010). On one hand, the similarity of cognitive style will warrant a medium of communication. ...
We consider the degree to which the Five Factor Model characteristic of individual conscientiousness is predictive of the overall performance of teams. An exploratory study was conducted within an undergraduate introductory to engineering course where random teams were required to complete a project. Cognitive style is collected with respect to each individual’s object-, spatial-, and verbal- measurements. Several research questions are considered through a saturated structural equation model that considers direct and indirect effects of conscientiousness on team performance. Notably, the degree of conscientiousness did directly relate to team performance with the SEM model, but did not when analyzing under a simple linear regression model. However, the SEM model does indicate significant relationships between conscientiousness and team performance with cognitive style as a mediator. The current results contribute to the literature by gaining further understanding of the mediating variables that exist within the personality-performance team dynamic.We consider the degree to which the Five Factor Model characteristic of individual conscientiousness is predictive of the overall performance of teams. An exploratory study was conducted within an undergraduate introductory to engineering course where random teams were required to complete a project. Cognitive style is collected with respect to each individual’s object-, spatial-, and verbal- measurements. Several research questions are considered through a saturated structural equation model that considers direct and indirect effects of conscientiousness on team performance. Notably, the degree of conscientiousness did directly relate to team performance with the SEM model, but did not when analyzing under a simple linear regression model. However, the SEM model does indicate significant relationships between conscientiousness and team performance with cognitive style as a mediator. The current results contribute to the literature by gaining further understanding of the mediating variables that exist within the personality-performance team dynamic.
