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Personality and Creativity: The Dual Pathway to Creativity Model and a Research Agenda
Social and Personality Psychology Compass
Abstract
To better understand the relation between personality traits and creativity, we invoke the Dual‐Pathway to Creativity model (DPCM) that identifies two pathways to creative outcomes: (1) flexible processing of information (cognitive flexibility) and (2) persistent probing, and systematically and incrementally combining elements and possibilities (cognitive persistence). DPCM further proposes that dispositional or situational variables may influence creativity through either their effects on flexibility or persistence. Here, we propose the idea that approach‐related traits (e.g., openness to experience, extraversion, positive affectivity, and power‐motivation) may lead to greater creativity because they link to enhanced cognitive flexibility, whereas avoidance‐related traits (e.g., negative affectivity and neuroticism) under the right circumstances may lead to greater creativity because they link to enhanced cognitive persistence. Empirical support for this proposition is discussed, and a research agenda for future work on personality and creativity is set.
... Mood is also an extensively explored subject in creativity research. While a substantial body of research has illustrated that a positive mood is associated with enhanced creative performance (Davis 2009;Grawitch, Munz, and Kramer 2003;Isen, Daubman, and Nowicki 1987), some other studies have indicated that a negative mood can have a similar effect on boosting creativity (Baas et al. 2013;George and Zhou 2002;Jones and Kelly 2009;Nijstad et al. 2010). Previous studies suggest that a positive mood may be linked to heuristic and more expansive thinking style, while a negative mood may be associated with analytical and more focused thinking patterns (see Fredrickson 2001;Harmon-Jones, Price, and Gable 2012). ...
... The Dual Pathway to Creativity Model suggests that creativity outcomes, such as generating many ideas (fluency) or effectively solving problems, result from either flexibility (thinking across many categories), persistence (focusing on a few categories), or both (Baas et al. 2013;De Dreu, Baas, and Nijstad 2008;Nijstad et al. 2010). Baas et al. (2013) posited that internal or external factors enhancing flexibility or persistence should increase creativity. ...
... The Dual Pathway to Creativity Model suggests that creativity outcomes, such as generating many ideas (fluency) or effectively solving problems, result from either flexibility (thinking across many categories), persistence (focusing on a few categories), or both (Baas et al. 2013;De Dreu, Baas, and Nijstad 2008;Nijstad et al. 2010). Baas et al. (2013) posited that internal or external factors enhancing flexibility or persistence should increase creativity. Studies evaluating the model have demonstrated separate effects of flexibility and persistence on creativity, and recent research has identified a joint effect of these two pathways (Peterson and Pattie 2024). ...
This research comprises two studies investigating the impact of mood and cognitive stimulation on creativity, with a focus on the role of task type. The first study focused on idea generation, whereas the second explored slogan generation, revealing differing outcomes for distinct tasks. Positive and negative moods were induced through memory recall, and cognitive stimulation was manipulated using cue words in varying quantities. In Study 1, participants were tasked with brainstorming about the advantages and disadvantages of having an extra thumb. The initial hypothesis, proposing that a positive mood and cognitive stimulation enhance ideational fluency, was supported through the flexibility pathway. Study 2 shifted the focus to slogan generation, emphasizing originality, which aligns with the nature of slogan generation. The hypothesis was that mood and cognitive stimulation would not impact fluency but might influence originality. Surprisingly, participants in the negative mood condition generated more slogans, challenging the common belief that positive moods consistently boost creativity. Those without cognitive stimulation also performed better in terms of originality, which is in line with past studies indicating that examples can inhibit originality. In conclusion, this study underscores the intricate and context‐dependent nature of creativity, advocating for a nuanced approach to creativity studies.
... Creativity is often assessed through divergent thinking (Chamorro-Premuzic & Reichenbacher, 2008;Davis, 2009), which involves idea generation (Nijstad et al., 2010). Various indicators have been used to measure creativity in idea-generation tasks, such as fluency, feasibility, originality, flexibility, and persistence (Baas et al., 2013;De Dreu et al., 2008). Fluency, which refers to the number of generated ideas, is a commonly used index for creativity. ...
... Fluency, which refers to the number of generated ideas, is a commonly used index for creativity. The Dual Pathway to Creativity Model consists of two pathways to fluency: flexibility and persistence (Baas et al., 2013;De Dreu et al., 2008;Nijstad et al., 2010). Flexibility involves generating new ideas by switching among various categories, while persistence involves staying focused on a few categories. ...
... The second objective is to test the hypothesis that humor enhances fluency through the flexibility pathway. There are two different pathways to fluency: flexibility and persistence (Baas et al., 2013;De Dreu et al., 2008;Nijstad et al., 2010). Some studies have reported that negative affect enhances creativity through persistence, while positive affect enhances creativity through flexibility (Baas et al., 2013;Jones & Kelly, 2009;Nijstad et al., 2010). ...
While humor has been a subject of fascination for people since ancient times, research examining the effect of humor on creative behavior has been relatively scarce in recent decades, despite the reciprocal relationship between these variables. Moreover, it is not apparent whether the effect of humor on creativity significantly varies based on various personality traits or differences in humor usage. Thus, we presented two studies aiming to investigate these issues, with a particular focus on the manipulation of humor styles, namely self-enhancing humor and self-defeating humor, along with a control condition. Study 1 focused on the effect of humor and personality traits on creativity. Humor was manipulated using cartoons, and participants were asked to generate alternative uses for an ordinary object in a creativity task. Study 2 was a continuation of the first study, where the state of extraversion in participants was manipulated. The findings revealed that the participants who did read humorous cartoons generated more ideas than those who did not read cartoons. Moreover, personality traits moderated the effect of self-defeating humor on creative behavior. These findings underscore the important role of personality traits in the relationship between humor and creativity and provide valuable insights for future studies on the experimental manipulation of humor styles.
... Creativity researchers introduced the concept of "creative effort" to describe the in-depth thinking processes individuals engage in while solving creative problems (Blohm et al., 2016;Nijstad et al., 2010). According to Baas et al. (2013), engaging in a persistent thinking style typically demands a greater degree of creative effort, as it allows individuals to fully explore the potential of an idea and refine it over time. Performance, another assessment factor reflecting cognitive load, can be determined in creative thinking through a variety of indicators assessing creative outcomes. ...
... The included studies consisted of empirical studies (n = 31) and non-empirical studies (n = 2). Empirical studies featured diverse research designs, including quantitative randomized designs (Baas et al., 2013;Blohm et al., 2016;Bose et al., 2013; Y.-C. Chen et al., 2022aChen et al., , 2022bChristensen, 2004;Chuderski et al., 2021;Cseh et al., 2016;De Dreu et al., 2012;Hao et al., 2015;Jung & Lee, 2015;Kleinkorres et al., 2021;Mille et al., 2022;Mohamed-Ahmed et al., 2013;Redifer et al., 2019;Jenni L Redifer et al., 2021;Rodet, 2022;Roskes et al., 2012;Weatherford et al., 2021), non-randomized designs (Aldalalah, 2021;Bitu et al., 2022;H. ...
... In explicit decomposition, individuals deliberately break down the problem through a systematic process, while in implicit decomposition, the problem is automatically or unconsciously decomposed, without openly revealing the structured process. Second, the dual pathway of creativity describes a flexible and persistent mindset (Baas et al., 2013;De Dreu et al., 2012;Jung & Lee, 2015;Nijstad et al., 2010;Roskes et al., 2012). In flexibility, creativity is achieved through making connections of broad categories, while persistence involves the systematic exploration of alternatives. ...
Creative thinking, recognized as a fundamental life skill, is a complex process influenced by cognitive load. While literature has addressed the integration of cognitive load theory into creative thinking research, a comprehensive synthesis is lacking. To address this gap, we conducted a systematic review and deductive thematic analysis, drawing from 33 eligible articles sourced from Web of Science (WoS), the Educational Resources Information Center (ERIC), and Scopus electronic databases. Thematic analysis identified diverse roles of cognitive load within creativity studies, including mediator, moderator, independent variable, dependent variable, and as a component of the theoretical framework. Management strategies for cognitive load in creativity research involve the use of external resources, environmental interventions, and self-regulation. Methodological considerations regarding internal and external validity are also discussed. This review offers implications for researchers and practitioners, informing future research directions and contributing to the effective management of cognitive load in creative thinking practices.
... Accordingly, individuals might largely depend on attentional control and engagement with conventional cognitive activities that are not coherent with novelty seeking. Besides, the Dual Pathway to Creativity Model (DPCM) also points out that negative emotion might be associated with cognitive inflexibility and prompt individuals to adopt conventional routines to complete tasks (Baas, Roskes, Sligte, Nijstad, & De Dreu, 2013;De Dreu, Baas, & Nijstad, 2008). Therefore, we assumed that novelty seeking would negatively mediate the effect of creativity anxiety on creative cognitive styles. ...
... In contrast, dysfunctional creative self-efficacy might cause worry about the unknown and failure, which may reduce novelty seeking. Similarly, the DPCM potentially implicates the multiple indirect roles of the CSE and the NS (Baas, Roskes, Sligte, Nijstad, & De Dreu, 2013;De Dreu, Baas, & Nijstad, 2008). Specifically, suppose individuals are anxious about creative thinking. ...
... Consistent with the SET and some empirical findings, the improvement of creative selfefficacy often requires a relaxed and secure environment (Bandura, 1977;Karwowski, Gralewski, & Szumski, 2015). Just like other negative emotions, creativity anxiety might symbolize unsafe information or a sense of lack-of-control over creative thinking, as creative cognitive paths and unconventional routines might signify failure (Baas, Roskes, Sligte, Nijstad, & De Dreu, 2013;De Dreu, Baas, & Nijstad, 2008). Thus, creativity anxiety negatively predicts creative self-efficacy. ...
... Different states and traits can influence creative thinking through their impact on one or both pathways [32,33]. The trade-off between flexibility and stability may suggest that the two pathways are negatively related. ...
... The Affect Infusion Model [72] and the dual pathway model of creativity [32,33] both suggest that individuals in positive states rely more on heuristics, intuitive judgments and maintain a broader scope of attention, hence influencing creative ideas through the flexibility pathway, while those in negative moods engage in more systematic analytical thinking. Negative moods would have a positive effect on creative ideas through the cognitive persistence pathway. ...
Previous research has shown that perfectionism was negatively associated with the generation of original ideas in Divergent Thinking (DT) tasks, while striving for excellence was positively associated with it. However, the explanatory variables for these effects remain unclear. This study investigated the mediating roles of doubts about actions, concerns over mistakes, openness to experience, empathy, and emotions during DT tasks. Additionally, it examined an emotional DT task (i.e., naming frustrating things and things that affect one's self-esteem). From a sample of n = 282 university students , we replicated the negative association between perfectionism and DT abilities, though the effect size was smaller than in prior studies. Perfectionism correlated with lower empathy and greater primary negative emotions (e.g., fear) but similar openness to experience compared to excellencism. Mediation analyses revealed that doubts and concerns were unrelated to DT abilities. Openness to experience and empathy were positively correlated with DT abilities. Primary negative emotions during the tasks were negatively associated with the originality of answers. In contrast, positive emotions and secondary negative emotions (e.g., embarrassment) predicted more original ideas. These findings emphasize the importance of promoting excellencism over perfectionism to foster original ideas. This study has implications for overcoming barriers and supporting the creative process of individuals high on perfectionism. It also has implications for creativity researchers investigating the role of empathy and emotions in DT abilities.
... To overcome this tendency toward the path of least resistance and stimulate more innovative outcomes, the DPCM suggests encouraging individuals to follow what is referred to as the "persistence pathway" . This cognitive pathway involves perseverance when searching in associative memory and systematically and incrementally combining retrieved knowledge concepts (Baas et al., 2013). Following the persistent pathway manifests itself as a prolonged cognitive effort to generate a higher number of ideas within a few idea categories-also known as "within-category fluency" (Nijstad et al., 2002). ...
... Achieving high-quality outcomes in creative tasks can also be attributed to "cognitive flexibility" (Baas et al., 2013). This flexibility is characterized by an exploration of broad cognitive categories , which may lead to the formation of novel and remote associations in memory (De Dreu et al., 2008). ...
... The attentional control theory (ACT) proposes two primary characteristics of anxiety: on the one hand, anxiety impairs attentional control, such as inhibitory processing or cognitive shifting (Basten et al., 2011;Berggren & Derakshan, 2013;Silvers et al., 2016); on the other hand, this impairment primarily affects efficiency (i.e., how attentional resources are utilized to achieve desired outcomes) instead effectiveness (i.e., whether someone has what it takes to get the task done; for review, see Berggren & Derakshan, 2013). Additionally, the dual pathway to creativity model (DPCM) suggests that avoidant traits, including anxiety, contribute to originality by closely examining fewer cognitive categories (i.e., persistence; Baas et al., 2013;De Dreu et al., 2008). Consequently, individuals with CA may exhibit high cognitive resource consumption during state creative tasks. ...
... This is likely due to the inefficient remote or distant relational cognition of HCA individuals, which is evidenced by the increased activation of the r-FPC, r-DLPFC, and l-DLPFC in HCA individuals compared to LCA individuals. This finding is consistent with the theoretical basis and empirical evidence of the ACT in the anxiety domain (Basten et al., 2011;Berggren & Derakshan, 2013;Silvers et al., 2016) and the DPCM in the creativity domain (Baas et al., 2013;De Dreu et al., 2008). In contrast, when presented with CG instructions, LCA individuals may reduce the amount of cognitive control and executive demand, leading to more spontaneous figure creation and the pursuit of more original ideas (Beaty et al., 2016(Beaty et al., , 2018Ellamil et al., 2012;Kleinmintz et al., 2019). ...
Idea generation and elaboration are two cognitive processes for fostering figural creativity. Critically, however, studies investigating the effect of creativity anxiety on figural creativity have confounded these processes. Consequently, this study explored whether individuals with high creativity anxiety could effectively engage in state-augmented figural generation and elaboration. Using functional near-infrared spectroscopy (fNIRS), 32 high creativity-anxious (HCA) and 32 low creativity-anxious (LCA) participants were tested on a picture completion task under four conditions: “draw creatively” (cued generation), draw the picture that immediately springs to mind (uncued generation), improve the novelty of pregenerated drawings (cued elaboration), or “elaborate commonly” (uncued elaboration). In the cued generation condition, HCA and LCA individuals exhibited comparable behavioral performance. However, the latter demonstrated prefrontal deactivation. In the uncued generation condition, HCA individuals demonstrated less elaboration than LCA individuals and lower activation in the right-frontopolar cortex, left-frontopolar cortex, and left-temporoparietal junction. Additionally, they showed higher functional coupling between the default and executive networks. In the cued elaboration condition, HCA individuals only performed weaker functional connectivity in the left-frontopolar cortex_left-superior temporal gyrus and right dorsal lateral prefrontal cortex_left superior temporal gyrus than LCA individuals. In the uncued elaboration condition, HCA individuals reported less elaboration and functional coupling between the default and executive networks than LCA individuals. Overall, the findings suggest that HCA individuals tend to recruit more resources to perform comparably to LCA individuals when engaged in creative thinking tasks. However, HCA individuals demonstrate lower levels of creativity and brain deactivation in tasks where explicit creativity prompts are absent. Consequently, HCA individuals exhibit inefficient completion of figural idea generation and elaboration.
... The approach of unifying the three layers of the MDA framework has been discussed in several studies [14][15][16]. These studies have recommended listing MDAs from existing research for inspiration and then ranking aesthetics that are deemed suitable for the process. ...
... As this game to test analytical thinking skills is for a single user, the 'fellowship' aesthetic can be disregarded, and aesthetics such as 'challenge' and 'sensation' can be considered [14]. According to Baas et al. [15], the required aesthetics can be produced through dynamics such as 'time-pressure', and existent literature can be referred to understand dynamics used in games. Harms et al. [14] and Perlovsky and Levne [16] have suggested the use of playful elements and game mechanics to produce the dynamics and aesthetics, as the rules and building blocks. ...
Purpose
Game-based recruitment is an emerging trend adopted by organizations globally, given its proven results in boosting candidate perceptions of the company and providing an improved recruitment experience. This paper explores the use of the MDA framework, consisting of mechanics, dynamics, and aesthetics, in the process of game development to test analytical thinking.
Methods
The Test of Logical Thinking (TOLT) by Tobin and Capie, which has previously been found effective for analytical skill thinking in computer engineering professionals, has been used as the foundation for game-based test development. The questions in the original TOLT test have been adapted to suit a continuous scenario of a scavenger hunt, which has been designed using mechanics, dynamics, and aesthetics. Testing has been carried out using a focus group of eight fresh graduate software engineering recruits. Data has been collected using a mixed methods approach with a quantitative emphasis.
Results
Candidate perceptions of the recruitment process and the employer have been recorded to be positively influenced by the introduction of game-based testing in the recruitment process. Candidate ratings on mechanics, dynamics, and aesthetics have been above average overall.
Conclusion
Game-based recruitment can be seen as a proven game-changer for software engineering recruiters focused on hiring entry-level graduates. It not only provides them with a competitive advantage but also contributes to test takers being less nervous and helps them focus. The correct adoption of mechanics, dynamics, and aesthetics can elevate the recruitment process and candidates’ perception of the employer.
... Given the close relationship between childhood maltreatment and cognitive flexibility Spann et al. 2012), and cognitive flexibility and creativity (Wu and Koutstaal 2020;Zuo et al. 2019), cognitive flexibility might be considered to be an important variable in the hypothesized connection between childhood maltreatment and individual creativity. The Dual Pathway to Creativity Model (DPCM) proposed that dispositional or situational factors might affect creativity through cognitive flexibility or cognitive persistence pathway, and any characteristics or state that reduced either cognitive flexibility or cognitive persistence would hinder individuals creativity (Baas et al. 2013). Indeed, empirical research indicated that cognitive flexibility mediated the link between early life maltreatment and psychological characteristic . ...
... In line with the viewpoints of DPCM (Baas et al. 2013), childhood environmental factors influenced individual creativity through cognitive flexibility. Therefore, childhood maltreatment might cause lower cognitive flexibility. ...
Creativity plays a very crucial impact on our cultural life and has also been important to the improvement of human civilization. Numerous studies have indicated that family circumstance plays an important role in the development of individual creativity. However, little is known about the mediating mechanisms underlying the association between childhood maltreatment and creativity. This study intended to explore the serial multiple mediation model in which undergraduates’ cognitive flexibility and self-efficacy were proposed to mediate the potential influence of childhood maltreatment on their creativity. Participants were 1069 undergraduates (573 males and 496 females, mean age was 20.57 ± 1.24 years ranging from 17 to 24) from a university in Shandong Province, China. Participants were required to complete an internet survey including the Short Form of Childhood Trauma Questionnaire (CTQ-SF), General Self-Efficacy Scale (GSES), Cognitive Flexibility Inventory (CFI), and Williams Creativity Aptitude Test (WCAT). Serial multiple mediation analysis and the bootstrap method were used to investigate the mediation effects of cognitive flexibility and self-efficacy. The results showed that childhood maltreatment indirectly influenced undergraduates’ creativity through three indirect paths: childhood maltreatment→cognitive flexibility→creativity, childhood maltreatment→self-efficacy→creativity, and childhood maltreatment→cognitive flexibility→self-efficacy→creativity. The ratios of the total indirect effects and branch-indirect effects to the total effects were 92.73%, 34.61%, 35.68%, and 22.44%, respectively. These results indicated that cognitive flexibility and self-efficacy could completely mediate the potential impact of childhood maltreatment on individuals creativity.
... From another theoretical perspective, original outcomes can also be achieved through "cognitive flexibility" (for more details, refer to Baas et al., 2013). This flexibility is characterized by a holistic (and not in-depth) processing of information (Förster, 2009) and an exploration of broad cognitive categories , which may lead to the formation of novel and remote associations in memory (De Dreu et al., 2008). ...
... For clarify and convenience here, an umbrella term of ideological open-mindedness (IOM) will be used to refer to these overlapping constructs-both personality traits and others. This consolidation is based on a need to harmonize overlapping terms in reviewing related studies, and on research that has found correlations between trait openness to experience and elements of IOM such as cognitive flexibility, intellectual humility, critical thinking, and creativity (Baas et al., 2013;Leary et al., 2017). As such, IOM refers to a number of psychological proclivities (manifested through emotions, attitudes, and behaviours) that together represent a willingness "to have one's beliefs and values challenged and a desire to interact and learn from others who are different from oneself" (Shim & Perez, 2018, p. 455). ...
Ideological open-mindedness (IOM) is the ability to engage with diverse viewpoints, promoting cognitive flexibility, critical thinking, and reducing polarization. Effective methods for enhancing IOM are still underexplored. This scoping review investigates interventions aimed at improving IOM by analyzing studies from four databases (ERIC, PsycINFO, Medline, and Web of Science). Articles were included if they tested interventions directly related to IOM. Findings were summarized using tables, figures, a concept map, and a logic model. The search identified 22 studies, with interventions including group workshops and activities that foster perspective-taking and critical thinking. These interventions led to significant and meaningful improvements in IOM, measured through various cognitive and behavioural assessments. Societal contexts and group norms influence IOM, a construct that may be best conceptualized as a dynamic, context-dependent cognitive trait that works in tandem with critical thinking. Further research is needed to standardize IOM measures and assess long-term and cross-context effects.
... The correlation between flexibility and fluency is in line with the literature (Gonthier & Besançon, 2024;Weiss & Wilhelm, 2022), whereas the correlation between originality (alternative aggregation methods) and elaboration can be explained by the dual pathway theory. According to this theory, achieving high originality requires either high flexibility -exploring many idea categories -or persistence, which involves deep thinking focused on a few ideas (Baas et al., 2013;Nijstad et al., 2010). The persistence pathway may or may not be reflected in high elaboration, as the detailed thinking process may be put into writing. ...
Creativity is an imperative skill for today’s learners, one that has important contributions to issues of inclusion and equity in education. Therefore, assessing creativity is of major importance in educational contexts. However, scoring creativity based on traditional tools suffers from subjectivity and is heavily time- and labour-consuming. This is indeed the case for the commonly used Alternative Uses Test (AUT), in which participants are asked to list as many different uses as possible for a daily object. The test measures divergent thinking (DT), which involves exploring multiple possible solutions in various semantic domains. This study leverages recent advancements in generative AI (GenAI) to automate the AUT scoring process, potentially increasing efficiency and objectivity. Using two validated models, we analyze the dynamics of creativity dimensions in a multi-step intervention aimed at improving creativity by using repeated AUT sessions (N=157 9th-grade students). Our research questions focus on the behavioural patterns of DT dimensions over time, their correlation with the number of practice opportunities, and the influence of response order on creativity scores. The results show improvement in fluency and flexibility, as a function of practice opportunities, as well as various correlations between DT dimensions. By automating the scoring process, this study aims to provide deeper insights into the development of creative skills over time and explore the capabilities of GenAI in educational assessments. Eventually, the use of automatic evaluation can incorporate creativity evaluation in various educational processes at scale.
... Everyday creativity, according to Gabora (2013), involves a creative and often nonconformist lifestyle, seizing opportunities, approaching ordinary tasks in novel ways, and generating solutions for emerging problems. Baas et al. (2013) identified three creative outcome variables: originality, fluency, and insight performance. Fluency, representing the quantity of original concepts and solutions, is assessed through ideation exercises, and open-ended evaluations of an individual's capacity to generate numerous viable solutions (Mumford, 2001). ...
Creativity involves generating numerous associations and producing unique outcomes. Personality, encompassing mental, emotional, and physical characteristics, represents the integrated organization of an individual in their environment. Creative personality pertains to individuals whose personality traits include creative abilities. This study aimed to create and standardize a psychometric tool for evaluating an individual's creative personality. Employing a multi-staged randomized design, a concise creative personality scale was developed using the semantic differential technique. The study involved 152 respondents (72 Males and 80 Females). The paper presents the scale's reliability, validity, and norms.
... Individuals who rely on negative coping styles often experience insufficient social support [113], which increases stress and psychological difficulties, ultimately impairing emotional health [116,117]. While anxiety and stress can, at times, enhance creativity by fostering cognitive flexibility and persistence, they can also give rise to malevolent creativity [118]. Moreover, the absence of social support can exacerbate stress and dissatisfaction, potentially triggering maliciously creative actions [119]. ...
Background
Creativity motivated by negative intentions can be referred to as malevolent creativity. While existing findings have largely focused on environmental or individual factors influencing malevolent creativity, less attention has been directed towards understanding how the sense of place—derived from individual-environment interaction—affects malevolent creativity. Additionally, the role of coping styles as mediating mechanisms in negative environments has been insufficiently explored.
Methods
This study aims to investigate the relationship between negative sense of place and malevolent creativity, while examining the mediating role of coping styles. To this end, a paper-based survey was conducted among 1310 Chinese high school students, utilizing the Negative Sense of Place Scale, Coping Styles Scale, and Malevolent Creativity Scale. Data were analyzed using SPSS 26.0 and Mplus 8.3.
Results
The findings revealed that a negative sense of place in the school environment significantly and positively predicted malevolent creativity. Negative sense of place was also positively associated with negative coping styles and negatively associated with positive coping styles. Furthermore, coping styles mediated the relationship between negative sense of place and malevolent creativity.
Conclusion
This study enriches existing literature by elucidating the links between sense of place, coping styles, and malevolent creativity. These findings provide valuable insights for strategies aimed at reducing malevolent creativity and preventing harmful creative behaviors in educational contexts.
... The first pathway, flexible thinking, involves exploring a broad range of categories and perspectives, whereas the second pathway, persistent thinking, entails a focused and effortful examination of a limited number of cognitive categories and perspectives. Both pathways have been shown to generate creative outcomes, as outlined in the dual pathway to creativity model [4]. Flexible thinking facilitates access to distant information and enables the discovery of novel connections between categories and concepts. ...
Reward cues have long been considered to enhance creative performance; however, little is known about whether rewards can affect creative problem solving by manipulating states of flexibility and persistence. This study sought to elucidate the differential impacts of real versus hypothetical rewards on the creative process utilizing the Chinese compound remote association task. Behavioral analysis revealed a significantly enhanced solution rate and response times in scenarios involving real rewards, in contrast to those observed with hypothetical rewards. Electrophysiological findings indicated that hypothetical rewards led to more positive P200-600 amplitudes, in stark contrast to the amplitudes observed in the context of real rewards. These findings indicate a positive impact of real rewards on creative remote associations and contribute new insights into the relationship between rewards and creative problem solving, highlighting the crucial role of persistence/flexibility in the formation of creativity.
... While AI systems produce seemingly creative outputs, the nature of the creative process they employ (if any) remains unknown. Only very recently attempts have been made to study the creative process of machines [Nath et al. 2024] which analyzes the creative process of language models and humans to solve AUT task using response pathways (persistent vs. flexible) [Baas et al. 2013;Nijstad et al. 2010] and finds that while humans are able to follow a mixture of pathways, models are biased towards either one of them pointing to a limited capacity. Hence, analyzing the creative process of machines is an emerging and exciting area for which much work remains to be explored. ...
Creativity is the ability to produce novel, useful, and surprising ideas, and has been widely studied as a crucial aspect of human cognition. Machine creativity on the other hand has been a long-standing challenge. With the rise of advanced generative AI, there has been renewed interest and debate regarding AI's creative capabilities. Therefore, it is imperative to revisit the state of creativity in AI and identify key progresses and remaining challenges. In this work, we survey leading works studying the creative capabilities of AI systems, focusing on creative problem-solving, linguistic, artistic, and scientific creativity. Our review suggests that while the latest AI models are largely capable of producing linguistically and artistically creative outputs such as poems, images, and musical pieces, they struggle with tasks that require creative problem-solving, abstract thinking and compositionality and their generations suffer from a lack of diversity, originality, long-range incoherence and hallucinations. We also discuss key questions concerning copyright and authorship issues with generative models. Furthermore, we highlight the need for a comprehensive evaluation of creativity that is process-driven and considers several dimensions of creativity. Finally, we propose future research directions to improve the creativity of AI outputs, drawing inspiration from cognitive science and psychology.
... Creativity is a cognitive activity that generates new perspectives on a problem and is not limited to pragmatic results (Baas et al., 2013;Jauk et al., 2014;Solso et al., 2005). Creativity is reflected in fluency, flexibility, and originality in thinking (Chen et al., 2015;Ersoy, 2014;Leikin, 2013;Siswono, 2005Siswono, , 2010Siswono, , 2016. ...
p>Mental retardation is a condition of someone who has intellectual skills below average. For this reason, the learning process for mentally disabled students requires a different strategy when compared to learning for regular students. Mathematics has the characteristics of an abstract concept. Learning requires media so that the message conveyed by the teacher to students can be adequately achieved. For this reason, learning mathematics requires media such as pictures. In this regard, the purpose of this study was to determine the increase in the creativity of mentally disabled students in solving mathematical problems using media images. This study used one subject with mental retardation characteristics selected by purposive sampling. This single-subject research uses an ABA design. The instrument used in this study was a mathematical creativity test given to subjects in each session. Data analysis techniques use visual techniques, including analysis within and between conditions. The results showed that the subjects were in stable condition at the first baseline, with an average of 66.63. The issues were stable at the intervention, with an average of 79.18. in the retrieval or the second baseline phase, the subjects were in an unstable situation with an average of 62.72. Apart from that, in between conditions, it was found that between the first conditions had increased. Between the second condition, it decreased because media images were not used in learning mathematics. These results indicate that using media images can improve the creative mathematical abilities of mentally disabled students.</p
... The original model of CIP is built on the premise of equifinalitythe notion that there is more than one way to reach the same, or similar, outcomes. The case for equifinality and multiple viable pathways to achievement has been made across a variety of research domains, such as in the study of school achievement, creative performance, and social decision making (e.g., Baas et al., 2013;Bledow et al., 2009;Joshi & Knight, 2015;Stúrmer & Simon, 2004). Despite intuitive appeal, there have been few applications of the equifinality concept within the area of leadership, specifically, with several researchers lamenting this lack inclusion (e.g., Hunter et al., 2023). ...
The charismatic, ideological, and pragmatic (CIP) theory of leadership emphasizes an equifinality approach to leading, where a diverse set of styles are theorized to serve as viable routes to leader influence and success. The theory has received substantial support and attention over the past 15 years, yet there is a need to address key limitations and expand on insights from recent reviews to offer a revised and extended version of the CIP theory. We offer that each leader type emphasizes varying influence mechanisms resulting in differing dominant reactions from followers. In addition, we discuss the importance of considering mixed pathways as a key avenue for future iterations of the framework. Our proposed model addresses several criticisms of modern leadership theories by specifying how different leadership approaches elicit varying dominant follower motivational and effort mechanisms.
... Despite the complex relationship between anger and creativity, certain theories support anger's positive effects on creativity. First of all, the dual pathway to creativity model posits that emotions influence creativity through two mechanisms: the cognitive flexibility pathway and the cognitive persistence pathway (Baas et al., , 2013. The flexibility pathway involves employing broad cognitive categories (e.g. ...
A substantial body of empirical research has focused on the interaction between creativity and mood, yet the results regarding the impact of anger on creative performance are notably varied. To clarify the overall relationship between the two, a three-level meta-analysis employing a random effects model was conducted. This analysis reviewed 115 effect sizes from 2,413 participants, revealing that anger is significantly positively correlated with creative performance (r = 0.184, 95% CI [0.111, 0.254]). The strength of this correlation was found to be moderated by the general and malevolent facets of creativity, as well as the procedures used for mood induction. Specifically, anger appears to enhance creative performance, particularly when it is elicited through imaginative processes and directed towards malevolent facet of creativity. However, the link between anger and creative performance was not influenced by the type of creative task used, the reported creative outcome, or the time limitation of the task. These findings contribute to refining the theoretical frameworks of mood and creativity and highlight the practical implications of utilising anger to moderate creative performance.
... In this context, a widely discussed hypothesis concerns the link between personality and creativity. Flexible processing of information and persistent probing and systematic and incremental combining of elements and possibilities (Baas et al., 2013) are deemed as the key processes for to creativity and strictly linked to personality traits and their peculiar distribution (Silvia et al., 2008). It has also been shown that working memory, differently exhibited by different people, is beneficial to creativity ''because it enables the individual to maintain attention focused on the task'' (De Dreu et al., 2012, p. 656). ...
Creative practices shaped much of human history. Only recently, however; creativity has become the object of scientific study. The advent of generative models (such as LLMs) trained with machine learning techniques promises to automate many creative processes. One may therefore wonder what kind of creativity (combinatorial, exploratory, or transformational) is being mimicked by such models. Pessimists typically view LLMs as ‘stochastic parrots’, i.e., systems that are structurally conditioned by their associationist architectures and are unable to propose new, creative contents or solutions. Optimists, often hyping the data, claim that such models are on the cusp of achieving cognitive transformations that could give them the capacity for autonomous (and thus creative) action. In this contribution, we develop a middle ground position between these two extremes and present a proposal that purports to show that continuous bio-artificial partnerships between the human and the machine can trigger sophisticated (transformational) forms of creativity (which the human on her own couldn’t necessary achieve), thus suggesting that these systems are not mere stochastic parrots. Nevertheless, we do not endorse dubious scientific claims concerning sentiency or superhuman intelligence of LLMs. Thus, contra those who tend to hype the data, we maintain that any ground-breaking findings are bound to be achieved through the proactive collaboration between a human and the machine. To corroborate our proposal, we discuss three case studies (involving text reconstruction/attribution, semantic understanding, and organoid intelligence).
... exploring a broad range of categories and perspectives, whereas the second pathway, persistent thinking, entails a focused and effortful examination of a limited number of cognitive categories and perspectives. Both pathways have been shown to generate creative outcomes, a concept encapsulated in the dual pathway to creativity model (Baas et al., 2013). Flexible thinking facilitates access to distant information links and enables the discovery of novel connections between categories and concepts. ...
Reward cues have long been considered to enhance creative performance; however, little is known about whether rewards can affect creative problem solving by manipulating states of flexibility and persistence. This study sought to elucidate the differential impacts of real versus hypothetical rewards on the creative process utilizing the Chinese compound remote association task. Behavioral analysis revealed a significantly enhanced solution rate and response times in scenarios involving real rewards, in contrast to those observed with hypothetical rewards. Furthermore, participants exhibited a greater ability to solve CRA items under low rewards than under high rewards. Electrophysiological findings indicated that hypothetical rewards led to more positive P200-600 amplitudes, in stark contrast to the amplitudes observed in the context of real rewards. These findings indicate a positive impact of real rewards on creative remote associations and contribute new insights into the relationship between rewards and creative problem solving, highlighting the crucial role of the level of control in the formation of creativity.
... The DPCM: The flexibility pathway From another theoretical perspective, original outcomes can also be achieved through "cognitive flexibility" (for more details, refer to Baas et al., 2013). This flexibility is characterized by a holistic (and not in-depth) processing of information (Förster, 2009) and an exploration of broad cognitive categories (Nijstad & Stroebe, 2006), which may lead to the formation of novel and remote associations in memory (De Dreu et al., 2008). ...
... To further examine the role of the motivational systems in the relationship between personality traits and creativity, Baas et al 43 proposed a dual-pathway creativity model (DPCM), which indicates that approach-related traits (eg, openness to experience, extraversion, positive affectivity) may facilitate creativity through cognitive flexibility, while avoidance-related traits (eg, negative affectivity and neuroticism) may facilitate creativity through cognitive persistence. That is, DPCM suggests that creative outcomes are a function of cognitive flexibility and cognitive persistence and that any trait or state may influence creativity through their effects on flexibility and/or persistence. ...
Introduction
The schizotypy-creativity link has been studied from different perspectives over the past few decades, yet the results of this relationship are inconsistent in the literature. Previous studies have suggested that two basic motivational systems—Behavioral Inhibition System (BIS, avoidance motivation) and Behavioral Activation System (BAS, approach motivation)—underlie the relationship between schizotypy and creativity. Few empirical studies, however, have examined how the relationship interacts with other variables. This study fills these gaps and explores the role of the approach and avoidance motivation assessed by trait behavioral activation and inhibition in the link between schizotypy as a dimensional personality trait and creative ideational behavior as a measure of creativity.
Method
Undergraduate students (N = 388) completed questionnaires including the Schizotypal Personality Questionnaire (SPQ) measuring 3 dimensions of schizotypy, Runco Ideational Behavior Scale (RIBS) measuring creative ideational behavior, and BIS/BAS Scales measuring trait behavioral motivation. Bivariate Pearson correlation was computed, and hierarchical linear regression was performed to explore the effects of schizotypy, BIS/BAS, and their interaction on creative ideational behavior. The conditional effect of schizotypy based on different levels of the moderator was further tested.
Results
The total score, positive dimension and disorganized dimension of SPQ were all positively correlated with RIBS, BAS, and BIS. Negative dimension of SPQ was not significantly correlated with the RIBS score but was positively correlated with BIS. Additionally, after controlling gender and age, BAS significantly moderated the relationship between the positive and disorganized dimensions of schizotypy and creative ideational behavior measured by RIBS. However, BIS was not a significant moderator.
Discussion
The findings of this study regarding the relationships between different dimensions of schizotypy, two motivational systems, and creative ideational behavior were mostly consistent with previous findings. The significant moderated effect of BAS on the relationship between two dimensions of schizotypy and creative ideational behavior made significant contributions to the understanding of the relationship between schizotypy and creativity.
... Among these sets of information, part of the knowledge can be considered as encyclopedic information shared within a community, culture, and society, but another source of knowledge comes from the sole and unique experiences of the creative agent (autobiographical memories). This peculiar and idiosyncratic information is able to trigger a combinatorial dynamic during the ideation process (Baas, Roskes, Sligte, Nijstad, & De Dreu, 2013;He et al., 2020) that is unique and typically authentic to this irreplaceable agent. This example shows how a small difference between individuals in one of the basic cognitive constitutional elements of the creative thinking process (i.e., memory) can differentially affect the dynamics of the creative thinking process. ...
This paper introduces a new dynamic theoretical framework for understanding the role of individual differences (IDs) as necessary mechanisms in the creative process: the Individual Differences HOListic (IDHOL) model. First, through a series of questions, some micro- and macro dynamics in which IDs participate as organizers of the creative process are explained. The IDHOL model essentially explains where and when IDs can influence the creative process by considering three layers of influence, each of them representing a possible level of analysis for the study of IDs in creativity research: the psycho-biological layer, the context layer, and the creative states layer. This model is intentionally used to show that individuals can only be considered central to the study of a creative process if they are viewed as holistic entities, and that their idiosyncratic influences in the process can only emerge because of the interactive dynamics with the various places (contexts) and moments (states) necessary to the process. Finally, based on the structure of the IDHOL model, some research guidelines are given for structuring the study of variation in creative dynamics by outlining selected experimental examples from the author’s work of how the study of IDs can be included in the creativity research agenda.
... For instance, stimulating the mind and having a high level of energy are linked to an augmentation in the ability to generate flexible and original ideas ( 52, 197-211, December, 2023 ISSN: 2668-7798 www.techniumscience.com demonstrate elevated levels of extraversion and openness to experience, which are personality traits linked to adaptable and imaginative cognitive processes (Baas et al., 2013;. They also display impulsivity, a tendency to be influenced by positive and rewarding stimuli, and a greater inclination towards seeking novelty and engaging in risky behavior than individuals without these symptoms (Anckansarter, 2006; Gkintoni et al., 2023d). ...
Attention Deficit Hyperactivity Disorder (ADHD) is a highly prevalent and extensively researched psychological disorder in the field of child psychology. Nevertheless, numerous misconceptions have arisen despite the extensive research on this disorder. Specifically, certain studies have indicated that children with ADHD exhibit exceptionally elevated creative capacities. However, until recently, the empirical evidence to substantiate this assertion was incomplete. Most of the literature on this subject is primarily theoretical. It primarily centers around describing individuals who possess creative abilities, discussing the potential overlap between ADHD and creativity, and advising against the misdiagnosis of these conditions. This paper presents a comprehensive examination of the subclinical symptoms of ADHD and their correlation with creativity based on recent research.
... Personality (Baas et al., 2013;Zhang et al., 2021;Tse et al., 2018) Knowledge spillovers (Ali et al., 2019); knowledge sharing (Wang et al., 2021) Emotional intelligence (Jafri et al., 2016) Environmental factors ...
... Both cognitive pathways have been shown to produce creative outcomes (De Dreu et al., 2008;Nijstad et al., 2010;Sagiv et al., 2010;Zhang et al., 2020). This is called the dual pathway to the creativity model (Baas et al., 2013). ...
Prior research suggests that people have implicit beliefs about creativity that are often incomplete and may not be consistent with current empirical evidence. We conducted four studies to examine whether recognizing the importance of persistence in creativity leads to better creative performance. First, in a pilot study, a questionnaire survey of 199 people showed that people value flexible but not persistent thinking in creativity. In Studies 1 through 3, we investigated the purpose of this study using the experimental paradigm employing the Unusual Uses Task. Specifically, Study 1 (n = 94) and Study 2 (n = 80) showed that compared to participants who did not consider persistence to be valuable to creativity, individuals who did consider it to be valuable had a reduced persistence underestimation effect and an increased serial order effect. Study 3 (n = 365) showed that participants who received instruction on the importance of persistence in creativity improved their creativity in persistent creativity tasks compared with those who did not receive such instruction. In Study 3, we also examined the mechanism and showed that it was mediated by the time spent working on creativity task. The results suggest that beliefs about creativity are determinants of creative performance and that if people can recognize the importance of persistence in creativity, they can work on creative tasks more persistently and thus improve their creativity.
... Second, we also argue that self-efficacy brought by matched skills and experience leads to positive affect (Bandura, 1997;Gist et al., 1989;Zhang, 2016), which enhances the effect of high monetary reward on participation because positive affect encourages approach behavior (Fredrickson, 2001;Baas et al., 2013). In this sense, an approach behavior involves participating in the crowdsourcing contest (in contrast to avoiding participation). ...
Does the size of monetary rewards have differential effects on a crowdsourcing contest member's likelihood of (i) participation (i.e., submitting contribution(s) to the contest), (ii) making appropriate contribution(s) that are accepted for inclusion in the contest, and (iii) winning the contest? In this paper, we develop a theoretical framework to unravel the role of extrinsic motivation through monetary rewards in influencing an individual's performance outcomes. We hypothesize that the size of monetary rewards increases the probability of participation but reduces the likelihood that individual participants will submit appropriate contribution(s) or win the contest. These trade-off effects of monetary rewards can be mitigated significantly through participation of individuals with skills matching the contest requirements and having past experience in crowdsourcing contests. We obtain support for our hypotheses using a unique dataset of 93,677 individual-contest dyads consisting of 50,227 individual contest members who registered for 183 contests on eYeka, a design crowdsourcing platform during the period of 2007–2012. The results imply that increasing the size of monetary rewards needs to be complemented by increasing the participation of individuals with skills match and past experience in order to mitigate the trade-off effects.
... Strengths of originality in children with DD can be explained by two reasons. First, this can be explained by the difference between originality and fluency.Baas, Roskes, Sligte, Nijstad, and De Dreu (2013) proposed the Dual-Pathway to Creativity model (DPCM), suggesting cognitive flexibility and cognitive persistence are key factors for creativity output.Under the model, approach-traits are responsible for flexibility to generate many mental categories for developing originality while avoidance-traits are responsible for resistance to gen ...
This study examined whether Cantonese children with developmental dyslexia (DD) exhibit strengths in creativity. Two different age groups of participants: (1) 35 children with DD, and 39 chronological-age-matched controls of group from Primary two, (2) 40 children with DD, and 38 chronological-age-matched controls from Primary four and five, were tested on figural, verbal, and non-verbal creativity, as well personality test and parent-reported questionnaire on emotional and behavioural problems. Children with DD performed better in originality and elaboration of non-verbal creativity than the age-matched controls regardless of age. Children with DD performed significantly better in checklist of creative strengths than age-matched controls. Only higher grade typical developing children performed better in fluency of verbal creativity. These findings suggest children with DD have better non-verbal creativity in some aspects across age. Children with DD in higher grade had more behavioural problems and lower personality self-rating, which suggests a possible cause for developing compensatory skills. However, creativity advantage was developed in younger age. Also, discrepancy between typical developing children and children with DD did not have any significant difference across age. Creativity strengths in children with DD may be contributed by nature factor.
We study how individuals develop mental representations of how a business may create and capture value. Specifically, we analyse how different configurations of problem‐solving strategies lead to creative business models. We observe the design process of 101 experienced business‐model designers in real time, using think‐alouds. Applying fuzzy‐set qualitative comparative analyses, we reveal configurations that equifinally lead to creative versus non‐creative business models. Overall, we find four functional configurations (waltzing with analogies, leaping by analogies, anatomizing analogies, and analysing thoughtfully) and five dysfunctional configurations (meta‐analysing, painting by numbers, canvasing, dissecting incompletely, and procrastinating). In particular, we show that using analogies in combination with other cognitive mechanisms is essential for creativity in business model designing and that avoiding complexity can hinder the development of creative solutions. Our configurational theorizing and empirical findings contribute to the cognitive perspective in strategy and advance our understanding of creative processes underlying business model ideation.
The main assumption of the conducted research was to check the level of creative competence of pedagogy students. For this purpose, an empirical verification of the author’s theoretical model of creative competence was carried out. Based on the conducted factor analysis, the following components of the creative competence model were selected: the ability to think and act in a creative way, everyday (intuitive) knowledge about environmental factors conducive to creativity, responsibility and the ability to organize one’s creative process, and scientific (theoretical) knowledge about creativity. Thanks to the use of the r-Pearson correlation, it was also checked what relationships exist between the individual components of competence. The results of the research indicate that pedagogy students demonstrate a low general level of creative competence, which indicates a great need to prepare future pedagogues for creative functioning in their future professional work. Based on the conducted r-Pearson correlation, it was found that there are positive, statically significant relationships of weak strength between some of the competence components. These results demonstrate the complexity of the process of acquiring creative competence by future teachers and the need to take into account many interrelated aspects of creativity.
Drawing on a dual cognitive pathway model of creativity, we propose that transformational leadership and directive‐achieving leadership induce employees' cognitive flexibility and cognitive persistence, respectively. These two cognitive processes differentially mediate the leadership–creativity relationship. Study 1 provides support for the mediation hypotheses, based on a sample of 189 Chinese and 138 Anglo‐Australian employee–peer dyads in a retail setting. Study 2, with a sample of 244 employees and their leaders from 66 research‐and‐development project teams, also tests the moderating effects of project stage. The findings show that transformational leadership has a stronger positive effect on cognitive flexibility in the early stage of a project, while directive‐achieving leadership has a stronger positive effect on cognitive persistence in the later stage. Cognitive flexibility and cognitive persistence, in turn, are associated with individual creativity. This research provides important implications for how and when different leadership approaches promote creativity.
Heightened competition within and across organizations compels leaders to set inflexibly high standards and to demand creative performance from their employees. Considering recent research on the interpersonal approach to perfectionism and anger expression, we predicted that leaders' perfectionism combined with their anger expression would threaten employees' psychological safety and creative effort that, in turn, would diminish their creative performance. To test our predictions, we designed three multimethod studies: (1) a preregistered memory reconstruction study, (2) a preregistered laboratory experiment, and (3) a multi‐wave and multi‐source field study. We found convergent evidence that leaders' anger expressions exacerbate the negative indirect influence of their perfectionism on employees' creative performance via psychological safety and creative effort. We conclude by discussing the interpersonal consequences of leader perfectionism in the workplace.
Purpose: This study examines the impact of gender on the ability to solve creative problems among intellectually gifted secondary students in Kuwait. Methodology: The study includes a sample of 98 individuals. The study used the Realistic Problem Generation and Realistic Presented Problems evaluations, in conjunction with the Collectivism/Individualism Creativity Preference Scale, to measure students' problem-solving and creative aptitudes. Statistical analysis was conducted using cluster analysis and the Point-Biserial correlation coefficient. Findings: The findings suggest that the correlation between individual creativity and problem-solving skills is stronger than the correlation between group creativity and problem-solving skills. This challenges the idea that gender has a substantial influence on creative problem-solving abilities. Originality: The results highlight the importance of personalized educational strategies that provide to the unique talents of gifted students, advocating for equal opportunities regardless of gender to enhance academic achievement.
Desain komunikasi visual bukan hanya soal
membuat karya yang indah, tetapi juga bagaimana sebuah
pesan dapat disampaikan dengan tepat dan menginspirasi
audiens. Dunia semakin terhubung secara digital,
kemampuan untuk menghasilkan desain yang kreatif dan
relevan menjadi kunci sukses dalam berbagai bidang, baik
untuk tujuan komersial, sosial, maupun edukatif. Oleh
karena itu, berpikir kreatif menjadi sebuah keterampilan
yang sangat dibutuhkan.
Previous research has found that striving towards perfection was negatively associated with the generation of original ideas, as measured with Divergent Thinking (DT) tasks. In contrast, striving towards excellence has been positively associated with DT abilities. This effect has been replicated; however explanatory variables have not yet been tested. The aim of the current study was twofold. First, we investigated the mediating role of concerns over mistakes , doubts about actions , openness to experience , empathy , and emotions felt during the task . Second, we investigated an emotional DT task, consisting of two items (e.g., name things which can be frustrating). From a sample of n = 282 university students, we replicated the negative association between perfectionism and DT abilities. Perfection strivers were less original on the emotional task compared to the classic DT task. However, the effects were smaller than in the preliminary study. Mediation analyses suggested that doubts and concerns were not statistically related to DT abilities. Openness to experience and empathy were both positively and uniquely associated to DT. Lastly, positive and worrisome emotions (but not negative ) were positively related to the originality of ideas. We discuss the relationship between emotions and DT abilities.
Creativity has long been consistently assessed as a fundamental aspect of educational psychology and has been treated with much devotion by scholars. In this study, intricate relationship patterns between creativity, emotional intelligence, and personality traits were examined. The Marmara Creative Thinking Dispositions Scale, Trait Emotional Intelligence Questionnaire‐Short Form (TEIQue‐SF), and The Ten‐Item Personality Inventory (TIPI) were administered to a cohort of 297 university students attending a university in İstanbul. The findings unveiled important insights into how these components interact. Employing correlational analysis to examine the relationships among the variables, it was found that while agreeableness did not exhibit a significant correlation with creativity, the remaining traits within the Big Five personality dimensions—openness to experience ( r = .63), emotional stability ( r = .29), conscientiousness ( r = .38), and extraversion ( r = .49)—displayed positively significant associations with creativity ( p < .01), suggesting that individuals characterized by greater openness to experience, emotional stability, conscientiousness, and extraversion tend to exhibit higher levels of creativity in academic settings. That the link between emotional intelligence and creativity highlights a noteworthy association implies that individuals possessing higher levels of emotional intelligence are more likely to excel in creative endeavors. Regression analysis was employed to determine the specific contributions of each personality characteristic to creativity. Interestingly, when examining the predictive value of these factors, conscientiousness did not emerge as a statistically significant predictor of creativity. In contrast, both openness to experiences and extraversion exhibited strong predictive power, significantly influencing creativity. Similarly, emotional intelligence continued to be a significant predictor of creativity, reinforcing its role as a catalyst for innovative thinking. The results imply that individuals with higher levels of openness to experience, emotional stability, conscientiousness, and extraversion tend to be more creative in academic settings, highlighting the significance of emotional intelligence in promoting creative thinking and points out its potential to support creative endeavors.
The present study investigated the relationship between meta-creativity and creativity, focusing on meta-creative control of creativity. For Study 1, the content of the strategies selected had the potential to foster creativity, based on the dual-pathway-to-creativity model which has been shown to be related to creativity and deals with cognitive flexibility and cognitive persistence. Using the items selected in Study 1, Study 2 examined the relationship between meta-creativity and creativity. The results showed a significant positive relationship between meta-creativity and creativity. Study 3 examined whether an intervention targeted to meta-creativity would lead to an improvement in creativity. The participants were high school students. The results suggested that the students' creativity was enhanced when they intentionally implemented meta-creativity of cognitive flexibility or cognitive persistence. The findings of the present study complement and extend the findings of previous studies on meta-creativity, and suggest that in order to foster creativity in educational settings, intervention programs that emphasize the process of meta-creativity should be developed and implemented.
For the advancement of humanity, scientific creativity is a crucial skill for coming up with innovations, addressing existing issues and interpreting particular scientific phenomena. The present study aimed to determine the scientific creativity level of 23 primary school students. In a single cross-sectional study, a descriptive survey questionnaire modelled on the Scientific Structure Creativity Model (SSCM) incorporated a seven-item scientific creativity test specifically designed to align with the backgrounds of primary school students. The results show that the students have a balance between a low or intermediate scientific creativity level. Of the 23 respondents, 8 have a low scientific creativity level, 8 have an intermediate scientific creativity level and 7 have a high scientific creativity level. The respondents are the most scientifically creative in creative science problem solving. The researchers recommend an intervention such as integrating the arts into the STEM curriculum to help develop students’ scientific creativity.
This study examined beliefs about creativity and the effects of beliefs on creativity. We hypothesized that people do not believe that persistence is as important as flexibility. However, both flexible and persistent beliefs are related to creative performance. Therefore, we expected that knowledge interventions teaching that persistence is essential for creativity would improve creative performance. We conducted a questionnaire survey and an interventional experiment with adults (N = 409) in Study 1, college students (N = 413) in Study 2, and high school students (N = 214) in Study 3. The results supported the hypothesis. People did not consider that persistence is vital for creativity. However, if they recognized that persistence is essential, they were more likely to persevere in creative tasks, improving creativity. These results suggest that fostering creativity requires a proper understanding of the scientific findings regarding creativity.
Yaratıcı düşünme son zamanlarda en önemli konulardan biri haline gelmiş-tir. Yaratıcı düşünme yoluyla yeni ürünler ortaya koymada birçok teknik kullanılmaktadır. Bu tekniklerden en önemlilerinden olan ve yaygın olarak da kullanılanı ise beyin fırtınası olarak karşımıza çıkmaktadır. Bu çalışmada beyin fırtınası tekniği kullanılarak iki deney gerçekleştirilmiştir. İki deney-sel çalışma ile görsel uyaranların orijinalliğinin ve sayısının bireysel beyin fırtınası performansı üzerindeki ve dolayısıyla yaratıcılık üzerindeki etkileri incelenmiştir. Deney 1'de bulgular, çok sayıda görsel uyaranın düşünce üretimini artırdığını göstermiştir. Orijinal görsel uyaran koşulundaki katı-lımcılar, sıradan görsel uyaran koşulundaki katılımcılara kıyasla daha fazla esnek düşünceler üretmiştir. Deney 2'de, orijinal görsel uyaranlar sadece tek bir açıdan değil, aynı zamanda görsel olarak daha yaratıcı ve daha hete-rojen görsel uyaranlardan (örneğin, bir yarım araba şeklinde salıncak) seçilmiştir. Aynı zamanda uyaran sayılarında da değişikliğe gidilmiş ve tek bir görsel uyaranın etkisi de incelenmiştir. Katılımcılar, bu görselleri, ilk deneydeki görsellere göre daha yaratıcı, canlı, ilginç, kullanışlı, dikkat çekici ve eğlenceli bulduklarını belirtmişlerdir. Orijinal uyaran koşulundaki ve çok sayıda uyaran koşulundaki katılımcılar diğerlerine göre daha özgün düşünceler üretmiş ve yapılan aracılık analizine göre bunu esnek düşünme yoluyla gerçekleştirdikleri tespit edilmiştir. Her iki deneyin bulguları, Biliş-sel Uyarılma Yaklaşımı ve Çağrışımsal Bellekte Düşünce Arama Modeli’ ne görsel uyaranların özelliklerine yönelik açıklamalar da eklenerek tartışılmış-tır.
Background
Creativity and self-directed learning (SDL) are prominent for undergraduate healthcare students to provide quality patient care in an increasingly complex healthcare environment. Research suggested that SDL is linked with creativity, yet the mechanism underlying the relationship between SDL and creativity has not been fully understood.
Objective
This study examined the relationship between SDL and creativity and constructed a chain mediation model to identify the mediating effect of openness to diversity and challenge (ODC) and creative self-efficacy (CSE).
Methods
Through convenience sampling, 575 healthcare undergraduates (average age = 19.28 years, SD = 1.124 years) were surveyed from Shandong Province in China. Creativity, SDL, ODC, and CSE were assessed using corresponding scales. Pearson’s correlation analysis, hierarchical multiple linear regression analysis, a serial multiple mediation analysis, and bias-corrected percentile Bootstrap method were conducted by using structural equation modeling by AMOS 26.0.
Results
The direct path between SDL and creativity was significant. SDL can positively predict both ODC and CSE, and the latter two variables can significantly and positively predict creativity. ODC and CSE played a significant partial mediating role in the relationship between SDL and creativity. The mediating effect consists of three indirect effects: SDL → ODC → creativity (the mediating effect value is 0.193, p = 0.012), SDL → CSE → creativity (the mediating effect value is 0.096，p = 0.001), and SDL → ODC → CSE → creativity (the mediating effect value is 0.035, p = 0.031).
Conclusion
SDL can positively predict creativity. ODC and CSE had significant mediating effects between SDL and creativity, including single partial mediating effects of ODC and CSE and chain mediating effects of ODC-CSE.
Is creativity good, bad, or neutral? Although creative outcomes can serve malevolent purposes, we argue the underlying processes that support creative expression—what we call here the Creativity Ethos—lean toward the good in human nature. The dimensions of this Ethos can be metaphorically grouped under three main colors, Blue, Yellow and Red, related to cognition and personality, socioemotional interactions, and motivation, respectively. Blue processes are flexibility and openness, Yellow processes are perspective-taking and compassion, and Red processes are passion and inspiration. In the end, a well-developed Creativity Ethos can be compared to a rainbow that showcases how different colors valorize each other; further, they can all be enhanced through co-creation, leading to emergent changes in the world. However, there are also cases in which these components are underdeveloped, which may lead to less benevolent outcomes via profiles we call the “idle activist,” “selfish CEO,” and the “potential fanatic.” We end with reflections on why discussions of the Creativity Ethos are important not only for positive and humanistic psychology, but for any discipline, including Possibility Studies, interested in developing wise and humanizing forms of creativity.
The authors propose that the nonaffective bodily feedback produced by arm flexion and extension informs individuals about the processing requirements of the situation, leading to the adoption of differential processing styles and thereby influencing creativity. Specifically, the authors predicted that arm flexion would elicit a heuristic processing strategy and bolster insight processes, whereas arm extension would elicit a systematic processing strategy and impair insight processes. To test these predictions, the authors assessed the effects of these motor actions on 3 central elements of creative insight: contextual set-breaking, restructuring, and mental search. As predicted, in 6 experiments, arm flexion, relative to arm extension, facilitated insight-related processes. In a 7th experiment, arm extension, relative to arm flexion, facilitated analytical reasoning, supporting a cognitive tuning interpretation of the findings.
Participants were led to expect either cooperation or conflict, and then performed K. Duncker's (1945) functional-fixedness task (Experiment 1) or E. Rosch's (1975) categorization task (Experiment 2). Those who expected cooperation, compared with those who expected conflict, were more likely to solve Duncker's task and used categories more inclusively, that is, rated low-prototypic exemplars of a category as better members of the category. In Experiment 3, the direct experience of cooperation and conflict had the same effect on categorization. In Experiment 4, participants were classified as having cooperative, competitive, or individualistic social values, and were led to expect either cooperation, conflict, or neither in a control. In the control, cooperators used categories more inclusively than competitors or individualists. Competitors used categories least inclusively in the conflict condition; in the cooperation condition, they used categories most inclusively. These results are interpreted in terms of the possible mediating role of cognitive organization in individual and intergroup conflict resolution.
Although verbal fluency is a frequently used neuropsychological test, little is known about the underlying cognitive processes. The authors proposed that 2 important components of fluency performance are clustering (i.e., the production of words within semantic or phonemic subcategories) and switching (i.e., the ability to shift between clusters). In Experiment 1, correlational data from 54 older and 41 younger adults indicated that both components were highly correlated with the number of words generated on semantic fluency, whereas switching was more highly correlated than clustering with the number of words generated on phonemic fluency. On semantic fluency, younger participants generated more words and switched more frequently than older participants; on phonemic fluency, older participants produced larger clusters than younger participants. In Experiment 2, among 22 young adults, divided attention decreased the number of words generated and decreased switching on phonemic fluency only. Overall, findings suggest that clustering and switching are dissociable fluency components and that switching is related to frontal-lobe functioning.
The authors examined 2 ways reward might increase creativity. First, reward contingent on creativity might increase extrinsic motivation. Studies 1 and 2 found that repeatedly giving preadolescent students reward for creative performance in 1 task increased their creativity in subsequent tasks. Study 3 reported that reward promised for creativity increased college students' creative task performance. Second, expected reward for high performance might increase creativity by enhancing perceived self-determination and, therefore, intrinsic task interest. Study 4 found that employees' intrinsic job interest mediated a positive relationship between expected reward for high performance and creative suggestions offered at work. Study 5 found that employees' perceived self-determination mediated a positive relationship between expected reward for high performance and the creativity of anonymous suggestions for helping the organization.
A series of studies explored how sadness impacts the accuracy of social judgments. In Study 1, induced sadness led to reduced accuracy in judgments of teacher effectiveness from brief samples of nonverbal behavior (thin slices). In Study 2, sad participants showed reduced accuracy in judging relationship type from thin slices as well as diminished judgmental efficiency. Study 3 revealed that higher Beck Depression Inventory scores were associated with diminished accuracy on the Profile of Nonverbal Sensitivity. Finally, Study 4 tested the possibility that sadness impairs accuracy by promoting a more deliberative information-processing style. As expected, accuracy was higher among participants in a sad mood condition who completed the judgment task while simultaneously performing a distracting cognitive load task.
Using a mood-as-input model, the authors identified conditions under which negative moods are positively related, and positive moods are negatively related, to creative performance. Among a sample of workers in an organizational unit charged with developing creative designs and manufacturing techniques, the authors hypothesized and found that negative moods were positively related to creative performance when perceived recognition and rewards for creative performance and clarity of feelings (a metamood process) were high. The authors also hypothesized and found that positive moods were negatively related to creative performance when perceived recognition and rewards for creativity and clarity of feelings were high.
Extraversion is a broad, multifaceted trait, yet researchers are still unsure of its defining characteristics. One possibility is that the essential feature of extraversion is the tendency to enjoy social situations. An alternative possibility is that extraversion represents sensitivity to rewards and the tendency to experience pleasant affect. In three studies, participants rated situations that varied on two dimensions: (a) whether they were social or nonsocial and (b) whether they were very pleasant, moderately pleasant, moderately unpleasant, or very unpleasant. Extraverts only rated social situations more positively than introverts did when the situations were pleasant, and extraverts also rated nonsocial situations more positively than introverts did if the situations were pleasant. Thus, the pleasantness of situations was more important than whether they were social or nonsocial in determining extraverts' and introverts' enjoyment.
The authors review the development of the modern paradigm for intelligence assessment and application and consider the differentiation between intelligence-as-maximal performance and intelligence-as-typical performance. They review theories of intelligence, personality, and interest as a means to establish potential overlap. Consideration of intelligence-as-typical performance provides a basis for evaluation of intelligence–personality and intelligence–interest relations. Evaluation of relations among personality constructs, vocational interests, and intellectual abilities provides evidence for communality across the domains of personality of J. L. Holland's (1959) model of vocational interests. The authors provide an extensive meta-analysis of personality–intellectual ability correlations, and a review of interest–intellectual ability associations. They identify 4 trait complexes: social, clerical/conventional, science/math, and intellectual/cultural.
In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
Most contemporary achievement goal conceptualizations consist of a performance goal versus mastery goal dichotomy. The present research offers an alternative framework by partitioning the performance goal orientation into independent approach and avoidance motivational orientations. Two experiments investigated the predictive utility of the proposed approach-avoidance achievement goal conceptualization in the intrinsic motivation domain. Results from both experiments supported the proposed framework; only performance goals grounded in the avoidance of failure undermined intrinsic motivation. Task involvement was validated as a mediator of the observed effects on intrinsic motivation. Ramifications for the achievement goal approach to achievement motivation and future research avenues are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Although many studies (e.g., Andreasen, 1987; Jamison, 1989; Ludwig, 1995) have demonstrated that creative writers are prone to suffer from mental illness, this relationship has not been truly examined in depth. Is this finding true of all writers? In Study One, 1,629 writers were analyzed for signs of mental illness. Female poets were found to be significantly more likely to suffer from mental illness than female fiction writers or male writers of any type. Study Two extended the analysis to 520 eminent women (poets, fiction writers, non-fiction writers, visual artists, politicians, and actresses), and again found the poets to be significantly more likely to experience mental illness. This early finding has been dubbed “the Sylvia Plath effect,” and implications and possibilities for future research are discussed.
Psychologists have created highly specific and elaborate models of the creative process and the variables affecting creative performance. Unfortunately, much of this research has tended to take either an overanalytical or an underanalytical approach. By overanalytical we mean that researchers have studied single, isolated stages of group creativity, such as idea generation. By underanalytical we mean that researchers have tended to treat “creative group performance” as a single, unitary construct. However, we argue that it would be better to approach creativity as a multidimensional sequence of behaviors. In support of this argument, we discuss research on individual as well as group creativity showing that, firstly, there are multiple routes toward creative performance (e.g., flexibility and persistence), which may be pursued alone or in combination. It is likely that these different routes are subject to distinct influences. Secondly, we argue and show that different stages of the creative process (problem finding, idea generation, idea selection, idea implementation) are not necessarily affected by the same variables, or in the same way. We highlight some new questions for research, and discuss implications for the management of groups and teams.
The author developed a model that explains and predicts both longitudinal and cross-sectional variation in the output of major and minor creative products. The model first yields a mathematical equation that accounts for the empirical age curves, including contrasts across creative domains in the expected career trajectories. The model is then extended to account for individual differences in career trajectories, such as the longitudinal stability of cross-sectional variation and the differential placement of career landmarks (the ages at first, best, and last contribution). The theory is parsimonious in that it requires only two individual-difference parameters (initial creative potential and age at career onset) and two information-processing parameters (ideation and elaboration rates), plus a single principle (the equal-odds rule), to derive several precise predictions that cannot be generated by any alternative theory.
This study explored the extent to which ideational behavior (IB; Runco, Plucker, & Lim, 2000–2001), an indicator of creativity, is related to established individual differences in personality traits (Five Factor Model or FFM; Costa & McCrae, 1992), fluid (gf) and intelligence (IQ). A total of 158 (112 female) college students from British and American universities took part in this study. Bivariate correlations showed that IB was significantly associated with Openness to Experience, Conscientiousness (negatively), and gf. Hierarchical regression analysis showed personality to be a better predictor of IB than was intelligence. Cognitive ability measures only accounted for 4% of the variance in IB, whereas the Big Five superfactors explained an additional 22% of the variance (with gender explaining a further 3%). Furthermore, selected personality facets of Openness to Experience, Agreeableness, and Conscientiousness, explained the largest amount of variance in IB, namely 35%. Results are discussed with regard to the theoretical implications of the taxonomic place of IB in the wider realm of individual differences constructs.
Several literatures converge on the idea that approach and positive affect related to goal pursuit are managed by one self-regulatory system and that avoidance (or withdrawal) and negative affect related to threats are managed by a second self-regulatory system. After briefly reviewing these literatures, the authors consider the relation of these themes to the broader domain of personality. In particular, they map individual differences in the responsivity of the approach system onto the personality dimension of extraversion and map individual differences in the responsivity of the withdrawal system onto the dimension of neuroticism. This mapping requires a slight refocusing of current conceptions of extraversion and neuroticism. However, such a refocusing brings a gain as well as a cost: In particular, it would embed these dimensions more explicitly in a process-oriented conceptualization of action control.
This study examines the effects of motivational approach on the recall of verbal information processed at shallow and deep levels. Two hundred students attending the same primary school were randomly assigned to either a mastery focused condition, performance approach condition, performance avoidance condition, or a control group. The participants were motivationally manipulated prior to receiving 12 stimulus words designed to be encoded at either shallow or deep levels of processing. A free recall test followed, then a cued recall test. Results indicate that students remembered more stimulus words during cued recall than free recall. Recall of verbal information was superior when processed according to the deeper (category and sentence) levels of processing. Performance approach and avoidance goals resulted in superior recall during free and cued recall, compared with a mastery goal or with the control group. The usefulness of these findings for promoting greater clarity among motivational frameworks and ideas for further research are discussed.
Regulatory fit occurs when one’s strategies of goal pursuit sustain one’s interests in an activity, which can enhance motivation [e.g., Higgins, E. T. (2005). Value from regulatory fit. Current Directions in Psychological Science, 14, 209–213]. Because the strategic inclinations of people high (low) in Openness are similar to those of people in a promotion (prevention) focus, regulatory fit should be possible. We found that people higher in Openness were more motivated to pursue promotion-related goals (hopes/aspirations in Study 1 and a gain-framed goal in Study 2) and less motivated to pursue prevention-related goals (duties/obligations in Study 1 and a loss-framed goal in Study 2). We discuss how other traits might relate to motivation to pursue promotion- and prevention-related goals as well as other future research directions for regulatory focus and Openness.
Three experiments test the hypothesis that positive mood facilitates cognitive flexibility in categorization. Study 1 used a sorting task and found that positive mood subjects in relation to subjects in other mood states, formed fewer (broader) categories when focusing on similarities among exemplars and more (narrower) categories when focusing on differences. Study 2 used a within-subject design and assessed more direct measures of flexibility. Study 2 found that compared with neutral mood subjects, positive mood subjects (a) perceived a greater number of both similarities and differences between items, (b) accessed more distinct types of similarities and differences, and (c) listed more novel and creative similarities and differences. Study 3 demonstrated that these effects occur for both positive (mood-congruent) and neutral stimuli and identified intrinsic interest in the task as a possible mediating factor. The implications of these findings for understanding the effects of mood on cognitive organization and processing are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The present investigation describes some personality characteristics of a group of professional artists. The Eysenck Personality Questionnaire was sent to 337 painters and sculptors living in West Germany. Most of them were members of the German Artists Association and were free practicing artists or professors at Art Academies. 147 male and 110 female artists returned completed forms. Data indicated that male artists were lower on Extraversion and higher on Neuroticism than a group of 300 male non-artists. Female artists were more extraverted than male artists, but their means on Neuroticism were nearly identical. Male non-artists were lowest on Neuroticism. Artists were also higher on Psychoticism than non-artists.
Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980. In this sample of 268 men, divergent thinking was consistently associated with self-reports and ratings of openness to experience, but not with neuroticism, extraversion, agreeableness, or conscientiousness. Both divergent thinking and openness were also modestly correlated with Gough's (1979) empirically derived Creative Personality Scale. Several other personality variables mentioned in the literature were also examined; those that were associated with divergent thinking were also generally correlated with openness. These data suggest that creativity is particularly related to the personality domain of openness to experience. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Cloninger's psychobiological model identifies 4 dimensions of temperament and 3 dimension of character. The Five-Factor Model (FFM) of personality proposes the domains of Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness as the basic dimensions underlying individual differences. Five-factor scores are obtained with the NEO-PI-R. Cloninger's personality dimensions are assessed with the Temperament and Character Inventory (TCI). This study describes the relationships between Cloninger's 7-dimensional model and the FFM of personality at the phenotypic domain and fact level. A random sample of 130 15–78 yr old patients admitted for observation and diagnosis to the psychiatric unit of a large university hospital participated in the study. Ss were administered Dutch translations of the NEO-PI-R and the TCI. Considerable overlap with the FFM dimensions is demonstrated and the results show that each TCI factor is substantially covered by the FFM. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Test scores of divergent thinking obtained between 1959 and 1972 were correlated with a variety of personality measures administered since 1980. In this sample of 268 men, divergent thinking was consistently associated with self-reports and ratings of openness to experience, but not with neuroticism, extraversion, agreeableness, or conscientiousness. Both divergent thinking and openness were also modestly correlated with Gough's (1979)empirically derived Creative Personality Scale. Several other personality variables mentioned in the literature were also examined; those that were associated with divergent thinking were also generally correlated with openness. These data suggest that creativity is particularly related to the personality domain of openness to experience.
Gray (1981, 1982) holds that 2 general motivational systems underlie behavior and affect: a behavioral inhibition system (BIS) and a behavioral activation system (BAS). Self-report scales to assess dispositional BIS and BAS sensitivities were created. Scale development (Study 1) and convergent and discriminant validity in the form of correlations with alternative measures are reported (Study 2). In Study 3, a situation in which Ss anticipated a punishment was created. Controlling for initial nervousness, Ss high in BIS sensitivity (assessed earlier) were more nervous than those low. In Study 4, a situation in which Ss anticipated a reward was created. Controlling for initial happiness, Ss high in BAS sensitivity (Reward Responsiveness and Drive scales) were happier than those low. In each case the new scales predicted better than an alternative measure. Discussion is focused on conceptual implications.
Over the course of his career, Guilford produced a remarkable body of research on creative thought. Today, this research is remembered primarily for its articulation of the notion that divergent thinking plays a key role in creative thought. However, a number of other capacities relevant to understanding creative thought were identified in the course of this research effort. In this article, I review this research program as a whole with special reference to those capacities that warrant more attention in current studies of creativity. Implications for current research are discussed.
In this article, the author describes a new theoretical perspective on positive emotions and situates this new perspective within the emerging field of positive psychology. The broaden-and-build theory posits that experiences of positive emotions broaden people's momentary thought-action repertoires, which in turn serves to build their enduring personal resources, ranging from physical and intellectual resources to social and psychological resources. Preliminary empirical evidence supporting the broaden-and-build theory is reviewed, and open empirical questions that remain to be tested are identified. The theory and findings suggest that the capacity to experience positive emotions may be a fundamental human strength central to the study of human flourishing.
We find that the pleasure of a gain is generally greater than the pleasure of a nonloss and that the pain of a loss is generally greater than the pain of a nongain. These patterns were found when participants reported both how they would feel if these outcomes were to happen (Studies 1 and 2) and how they actually felt when they happened (Study 3). Our results also suggest that it is stronger cheerfulness (rather than quiescence) that underlies the greater pleasure of a gain and stronger agitation (rather than dejection) that underlies the greater aversiveness of a loss. This set of findings is predicted by our regulatory focus conceptualization of how gain (promotion success) and nongain (promotion failure) versus nonloss (prevention success) and loss (prevention failure) differ in whether they are experienced in relation to a maximal goal or a minimal goal, respectively. Implications for models of emotional experiences and prospect theory (Kahneman & Tversky, 1979) are discussed.
Over the course of his career, Guilford produced a remarkable body of research on creative thought. Today, this research is remembered primarily for its articulation of the notion that divergent thinking plays a key role in creative thought. However, a number of other capacities relevant to understanding creative thought were identified in the course of this research effort. In this article, I review this research program as a whole with special reference to those capacities that warrant more attention in current studies of creativity. Implications for current research are discussed.
This study examined the relations among the five-factor model of personality, creative ability, and creative accomplishments. Seventy-five subjects completed measures of verbal creative ability and openness to experience and listed their creative accomplishments. Openness to experience and extraversion were positively correlated with creative ability, controlling for measures of academic ability. Agreeableness was negatively correlated with creative accomplishments. Both verbal creativity and openness had significant positive correlations with creative accomplishments. Hierarchical regression analyses indicated that these relations were qualified by significant creative ability by openness and creative ability by conscientiousness interactions. At high levels of openness, creative ability shared a positive linear relation with accomplishments. Individuals high in creative ability but low on openness to experience reported relatively few creative accomplishments. In contrast, conscientiousness was related to heightened accomplishments by individuals low in creative talent. Results are interpreted as illustrating the interplay of abilities and traits in promoting creative behavior.
This study tested Social Cognitive Career Theory’s (SCCT) academic performance model using a two-stage approach that combined meta-analytic and structural equation modeling methodologies. Unbiased correlations obtained from a previously published meta-analysis [Robbins, S. B., Lauver, K., Le, H., Davis, D., & Langley, R. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261–288.] were used to create the input correlation matrices for subsequent path-analytic tests of the model, using both college GPA and retention as performance criteria. Results suggested that SCCT does an adequate to excellent job of modeling academic performance and persistence, but that model fit was better when general cognitive ability versus high school GPA was used to operationalize the ability/past performance variable. Results are discussed in terms of their fit with SCCT and their practical implications.
Participants completed the Big Five NEO-FFI (Costa & McCrae, 1992) as a personality measure, the Wonderlic Personnel Test (Wonderlic, 1992) as an intelligence measure, and four measures of creativity: Guilford’s (1967) unusual uses divergent thinking test; the Biographical Inventory of Creative Behaviours; a self-rated measure of creativity; and the Barron–Welsh Art Scale to measure creative judgement. Extraversion was significantly related to all four measures of creativity. Intelligence failed to add any incremental variance in predicting the creativity scores. Multiple regression indicated that up to 47% of the variance in divergent thinking scores can be accounted for by the Big Five personality traits. Personality correlates to creativity vary as a function of the creativity measure.
Psychologists have created highly specific and elaborate models of the creative process and the variables affecting creative performance. Unfortunately, much of this research has tended to take either an overanalytical or an underanalytical approach. By overanalytical we mean that researchers have studied single, isolated stages of group creativity, such as idea generation. By underanalytical we mean that researchers have tended to treat “creative group performance” as a single, unitary construct. However, we argue that it would be better to approach creativity as a multidimensional sequence of behaviors. In support of this argument, we discuss research on individual as well as group creativity showing that, firstly, there are multiple routes toward creative performance (e.g., flexibility and persistence), which may be pursued alone or in combination. It is likely that these different routes are subject to distinct influences. Secondly, we argue and show that different stages of the creative process (problem finding, idea generation, idea selection, idea implementation) are not necessarily affected by the same variables, or in the same way. We highlight some new questions for research, and discuss implications for the management of groups and teams.
Neurobiological research with animals strongly suggests that the brain systems which mediate emotion overlap with those that mediate cognition to such a degree that it is difficult, if not impossible, to maintain any clear distinction between them. Possible reasons for this overlap are discussed; and a model of brain systems that simultaneously subserve emotion and cognition is presented. The model postulates the existence of three fundamental systems of this kind in the mammalian brain: a behavioural approach system, a fight/flight system, and a behavioural inhibition system. The neuropsychology of each of these systems is briefly presented.
Previous work suggests that trait behavioral activation may link to creativity, a possibility the authors empirically examine in this article. This research is grounded in the dual pathway to creativity model and experiments on approach orientation, and the authors propose that behavioral activation potentiates creativity when and because it facilitates global and flexible processing. Four experiments support this hypothesis and also reveal that when external cues sustain or facilitate local and bottom-up processing, trait behavioral activation negatively relates to creativity. Possible explanations and avenues for new research are discussed.
The dual pathway to creativity model argues that creativity—the generation of original and appropriate ideas—is a function of cognitive flexibility and cognitive persistence, and that dispositional or situational variables may influence creativity either through their effects on flexibility, on persistence, or both. This model is tested in a number of studies in which participants performed creative ideation tasks. We review work showing that cognitive flexibility, operationalised as the number of content categories surveyed, directly relates to idea originality, but that originality can also be achieved by exploring a few content categories in great depth (i.e., persistence). We also show that a global processing mode is associated with cognitive flexibility, but only leads to high originality in tasks that capitalise on cognitive flexibility. We finally show that activating positive mood states enhance creativity because they stimulate flexibility, while activating negative mood states can enhance creativity because they stimulate persistence. Implications for theory and practice are discussed.
Recent research in many different domains of expertise has shown that the large differences in performance between experts and novices are frequently reproducible under standardized conditions and can often be captured with representative tasks in the laboratory. Furthermore, these differences in performance are predominantly mediated by complex skills acquired over a decade, as a result of high daily levels of activities which are specially designed'to improve performance (deliberate practice). The effects of extended deliberate practice are remarkably far‐reaching and include physiological adaptations and qualitative changes in performance mediated by acquired cognitive skills. Most importantly, expert performers have acquired mental representations that allow them to plan and reason about potential courses of action and these representations also allow experts to monitor their performance, thus providing critical feedback for continued complex learning. The study of elite performance also reveals how acquired representation and skills provide the necessary tools for the ultimate eminent achievement, namely the generation of creative innovations to the domain. This paper is a revised and updated version of my keynote address at the international conference on Creativity & culture: Talent development in the arts and sciences sponsored by European Council on High Ability, Vienna, Austria, 19-22 October (22 October).
This study examined the independent and joint effects of the nature of a preliminary task, the amount of time devoted to that task, and the amount of information about a subsequent task on individuals' creativity on that subsequent task. In addition, the study examined the possibility that individuals' mood states would explain the effects of the task, time, and information conditions on subsequent task creativity. Data were collected from 149 individuals who completed preliminary and subsequent tasks in a laboratory setting. Results demonstrated that individuals who worked on a complex preliminary task for a short interval or a simple task for a long interval exhibited higher subsequent task creativity than those in other task and time interval conditions (i.e., complex-long interval and simple-short interval). Moreover, these findings were partially explained by 1 positive mood state (enthusiasm) that had been measured immediately after the completion of the preliminary task. Implications of these results for future research and practice are discussed.
An attempt is made in this article to relate creativity to personality in a much more definitive way than has been done previously and to use the known correlates of personality to suggest a theory of creativity that would explain many of the phenomena associated with this concept. A causal chain is suggested reaching from DNA to creative achievement, based largely on experimental findings not usually considered in relation to creativity (e.g., latent inhibition). Inevitably, the model is highly speculative, but it is testable and hence may prove useful in not only accounting for many observations and experimental results but also in suggesting new experiments and observations.
Extensiveness of multicultural experiences and Openness to Experience were used to predict European American undergraduates' performance on two measures of creative potential: (a) generation of unusual uses of garbage bags and (b) retrieval of nonprototypical or normatively inaccessible exemplars in the conceptual domain of occupation. The results showed that having extensive multicultural experiences predicted better performance on both measures of creative potential only among participants who were open to experience. Among those who were not open, having more extensive multicultural experiences was associated with a lower level of creative potential. Implications of these findings for promoting creativity in schools are discussed.
The current series of studies assesses the impact of trait anxiety and situational stress on mental categorization. Subjects' trait anxiety was measured and they were exposed to different sources of situational stress while they performed categorization tasks. Results showed that both high trait anxiety subjects in control conditions and low trait anxiety subjects in stress conditions (a) reject more nonprototype members from a category, (b) set more narrow boundaries to categories, and (c) sort semantic material into more categories than low trait anxiety subjects in control conditions and high trait anxiety subjects in stress conditions. In addition, high anxiety subjects in stress conditions perceive less family resemblance among semantic stimuli than either low anxiety subjects or those exposed to control condition. Results were discussed in terms of Geen's theory of cognitive cautiousness and Eysenck's theory of limited working memory capacity.
OBJECTIVE: Research on the strength model of self-regulation is burgeoning, but little empirical work has focused on the link between distinct types of daily goal pursuit and the depletion of self-regulatory resources. The authors conducted two studies on the link between avoidance goals and resource depletion.
METHOD: Study 1 (283 [228 female] Caucasians, ages 18-51) investigated the concurrent and longitudinal relations between avoidance goals and resource depletion over a 1-month period. Study 2 (132 [93 female] Caucasians, ages 18-49) investigated the concurrent and longitudinal relations between avoidance goals and resource depletion over a 1-month period and explored resource depletion as a mediator of the avoidance goal to subjective well-being relation.
RESULTS: Studies 1 and 2 documented both a concurrent and a longitudinal negative relationship between avoidance goals and self-regulatory resources, and Study 2 additionally showed that self-regulatory resources mediate the negative link between avoidance goals and subjective well-being. Ancillary analyses demonstrated that the results observed in the two studies were independent of neuroticism.
CONCLUSIONS: These findings advance knowledge in both the resource depletion and avoidance goal literatures, and bolster the view that avoidance goal pursuit over time represents a self-regulatory vulnerability.
methodology and problematics of psychophysiological research / the psychophysiology of extraversion–introversion / neuroticism and psychoticism / the drug postulate (PsycINFO Database Record (c) 2012 APA, all rights reserved)