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The influence of creative mindsets on achievement goals, enjoyment, creative self-efficacy and performance among business students
Abstract
In two studies, we examined the influence of a growth and a fixed creative mindset on task-approach, other-approach and other-avoidance achievement goals, creative self-efficacy, enjoyment, and perceived performance and effort exerted among college business students from Mexico. We conducted both studies in a business educational setting where the development of creative skills is highly valued. Results from study 1 showed a positive influence of a growth creative mindset on task-approach achievement goals and creative self-efficacy. Results from study 2 showed a positive influence of a growth creative mindset on task-approach achievement goals. Similarly, a fixed creative mindset had a positive influence on other-approach achievement goals. Last, a growth mindset had a direct, positive influence on creative self-efficacy and perceived performance/effort exerted and an indirect influence on enjoyment. From our results, we can conclude that holding a growth creative mindset was related to adaptive motivational and performance outcomes. The theoretical and applied implications of our results were discussed.
... fixed) mindset has been shown to predict a wide range of academic success factors and mostly academic achievement (Bernardo, 2021;Bostwick et al., 2017;Chen & Pajares, 2010;Claro et al., 2016;King & Trinidad, 2021;Warren et al., 2019; for a meta-analytic review see Costa & Faria, 2018). For example, adopting a growth mindset is associated with academic engagement (Bostwick et al., 2017;Shih, 2021), perseverance of effort and school persistence intention (Lam & Zhou, 2020;Puente-Díaz & Cavazos-Arroyo, 2017;Renaud-Dubé et al., 2015), intrinsic motivation (Cury et al., 2006;Renaud-Dubé et al., 2015), and higher self-efficacy beliefs (Chen & Pajares, 2010;Puente-Díaz & Cavazos-Arroyo, 2017). ...
... fixed) mindset has been shown to predict a wide range of academic success factors and mostly academic achievement (Bernardo, 2021;Bostwick et al., 2017;Chen & Pajares, 2010;Claro et al., 2016;King & Trinidad, 2021;Warren et al., 2019; for a meta-analytic review see Costa & Faria, 2018). For example, adopting a growth mindset is associated with academic engagement (Bostwick et al., 2017;Shih, 2021), perseverance of effort and school persistence intention (Lam & Zhou, 2020;Puente-Díaz & Cavazos-Arroyo, 2017;Renaud-Dubé et al., 2015), intrinsic motivation (Cury et al., 2006;Renaud-Dubé et al., 2015), and higher self-efficacy beliefs (Chen & Pajares, 2010;Puente-Díaz & Cavazos-Arroyo, 2017). ...
... As the link between growth mindset and SBS was observed even after controlling for academic performance, this signals that even high-achieving students are concerned, despite their academic success. 2 This pattern may be one of the reasons accounting for the negative relationship between growth mindset and educational expectations in the French sample of PISA 2018 (OECD, 2019b), conversely to previous research showing that growth mindset is positively associated with perseverance of effort and school persistence intentions in many countries (Lam & Zhou, 2020;Puente-Díaz & Cavazos-Arroyo, 2017;Renaud-Dubé et al., 2015). Understanding which features of the French educational system may account for this unique pattern represents an important educational challenge for millions of students. ...
In school settings, students’ mindset about intelligence (i.e., fixed versus growth mindset) and their sense of belonging to school (SBS) have both been shown to predict academic attainment. However, these constructs have rarely been examined together although both were found to be impacted by students’ socioeconomic status (SES). Across the literature, findings are inconsistent concerning this moderating effect of SES. In the present preregistered study, we used data from the French sample of the Programme for International Student Assessment 2018 (PISA; N = 6308) to examine whether growth mindset positively predicted SBS and whether this association was moderated by students’ SES. Results showed that growth mindset was positively associated with SBS. On the confirmatory linear regression analyses, we found no moderation effect of any of the SES indicators on the association between growth mindset and SBS. However, pre-registered supplementary multigroup analyses showed descriptively that this association was stronger for high than for low SES students and notably when SES indicators concerned family financial resources. Limitations of this research and perspectives for future studies are discussed, with a focus on why the literature should care about the different meanings and consequences of SES indicators.
... Expectedly, enjoyment is generally found to be positively correlated with self-efficacy [74][75][76]. Ref. [76]'s study of 478 college business students in Mexico found that students with a growth mindset tended to exhibit greater enjoyment, which, in turn, promoted positive creative selfefficacy beliefs. Ref. [74] implied that though enjoyment and self-efficacy are not of reciprocal causation, enjoyment affects self-efficacy. ...
... Expectedly, enjoyment is generally found to be positively correlated with self-efficacy [74][75][76]. Ref. [76]'s study of 478 college business students in Mexico found that students with a growth mindset tended to exhibit greater enjoyment, which, in turn, promoted positive creative selfefficacy beliefs. Ref. [74] implied that though enjoyment and self-efficacy are not of reciprocal causation, enjoyment affects self-efficacy. ...
... This finding indicated that the more anxious respondents tended to have lower self-efficacy in learning interpreting. As found in studies on self-efficacy and enjoyment in other contexts, e.g., [74][75][76], the present research revealed significantly positive correlations between ICES scales and SEFS, demonstrating that a respondent with greater enjoyment in the interpreting class tended to have greater self-efficacy in learning interpreting. ...
It is generally acknowledged that emotions play important roles in second/foreign language learning. Nevertheless, though interpreting is highly stressful, not much research on emotions has been conducted is this area. Hence, this research investigated foreign language anxiety and enjoyment in interpreting class and self-efficacy in learning interpreting among Chinese university majors of interpreting. Analyses of 67 mixed-form questionnaires revealed the following major findings: (a) More than half of the participants felt anxious in the interpreting class, (highly) enjoyed the interpreting class and had (great) self-efficacy in learning interpreting well; (b) Interpreting classroom anxiety, enjoyment and self-efficacy were significantly related to one another and students’ self-rated interpreting competence; (c) Interpreting classroom anxiety negatively predicted students’ self-rated Chinese–English interpreting competence, while social enjoyment positively predicted students’ self-rated English–Chinese interpreting competence; and (d) A number of factors were reported for students’ anxiety and enjoyment in interpreting class and self-efficacy in learning interpreting. Based on these findings, some implications were discussed.
... Conversely, people with low self-efficacy doubt their abilities while facing difficult tasks, first considering obstacles and their own weaknesses, and detailing various possible negative outcomes rather than thinking about ways to overcome. Self-efficacy theory can be applied in a number of domains, and many studies have demonstrated its application to CSE [19][20][21]. ...
... The more students identify with their expertise, the more willing they are to work hard [31][32][33]. Therefore, self-efficacy theory has been widely applied in various fields, including creative self-efficacy [19][20][21]. CSE can be seen as an indicator to assess the performance and devel-Healthcare 2023, 11, 579 3 of 14 opment of one's creativity [34,35], as well as the belief in the performance of one's own creativity [36], in which CSE plays a crucial role in innovative design profession students. ...
... The more students identify with their expertise, the more willing they are to work hard [31][32][33]. Therefore, self-efficacy theory has been widely applied in various fields, including creative self-efficacy [19][20][21]. CSE can be seen as an indicator to assess the performance and development of one's creativity [34,35], as well as the belief in the performance of one's own creativity [36], in which CSE plays a crucial role in innovative design profession students. ...
In recent years, a variety of emerging online media, such as TikTok, Kuaishou, YouTube and other short video application platforms, have appeared. The problem of short video addiction has become an issue to education experts and the general public, as students’ excessive use of short video has become increasingly serious with many hidden concerns to the students’ learning effectiveness. In addition, to meet the growing demand for innovative design talents worldwide, the Taiwan government has been committed to promoting policies related to the cultivation of innovative and creative talents nowadays, particularly for innovative design profession students who often use the Internet and short videos for learning. Therefore, the study aims to use questionnaires to understand the habits and addiction of the innovative design profession students in using short videos, and to further investigate the relation of short video addiction to the students’ creative self-efficacy (CSE) and career interests. A total of 561 valid questionnaires were collected after eliminating invalid questionnaires and reliability analysis. Structural equation modeling and model validation were conducted afterwards. The results showed that short video addiction had a negative effect on CSE; CSE had a positive effect on career interests; and CSE had an indirect effect between short video addiction and career interests.
... In addition, mastery of creativity skills helps develop growth CM and creativity self-efficacy (e.g. Bandura, 2012;Pretz & Nelson, 2017;Puente-Díaz & Cavazos-Arroyo, 2017). Incorporating the aforementioned growth mindset strategies, we designed the GLS-CM. ...
... It has been found that CM and creativity self-efficacy are closely related (e.g. Hass et al., 2017;Pretz & Nelson, 2017;Puente-Díaz & Cavazos-Arroyo, 2017;Yeh et al., 2023). In the same vein, it is found that growth mindsets accounted for meaningful percentages of academic self-efficacy (Dixson, 2022) and that hope belief is associated with growth mindsets (e.g. ...
... Incorporating the aforementioned growth CM strategies of enhancing children's understanding of neuroplasticity, growth mindsets, positive thinking, and mastery of creativity skills (e.g. Brock & Hundley, 2018;Rissanen et al., 2019;Pretz & Nelson, 2017;Puente-Díaz & Cavazos-Arroyo, 2017;Schmidt et al., 2015), we designed the GLS-CM as an intervention and proposed a theoretical framework of the concerned variables of this study (see Figure 1). A control group pretest-posttest design was employed to examine the intervention effects on creativity mindsets, hope belief, and creativity self-efficacy. ...
To date, few online game-based learning studies have focused on developing children’s growth creativity mindset (growth CM). This study, therefore, aimed to develop a game-based learning system to help children develop their growth CM. Additionally, we investigated the relationship between growth CM, hope belief, and creativity self-efficacy after game-based learning. Participants consisted of 132 fourth and fifth graders. With a pretest-posttest control group design, the experimental group completed a four-week intervention, whereas the control group received regular computer classes. Four types of creativity mindsets were identified: growth-internal, growth-external, fixed-internal, and fixed-external. The findings suggest that it is easier to overcome fixed CM than to enhance growth CM through game-based learning. Moreover, growth CM contributes to the development of hope belief and creativity self-efficacy, whereas fixed CM undermines hope belief and creativity self-efficacy in a game-based environment. Finally, hope belief is a mediator between growth CM and creativity self-efficacy. The findings of this study have implications for the design of a game-based learning system used to enhance growth CM, hope belief, and creativity self-efficacy.
... Like self-efficacy, creative self-efficacy is self-judgments of one's ability to generate novel solutions or creative expressions (Ajzen, 1991;Beghetto, 2006;Royston & Reiter-Palmon, 2019;Tierney & Farmer, 2002). Several researchers have reported that creative self-efficacy as an underlying psychological mechanism and mindset is influential to individuals' creative performance (Choi, 2004;Karwowski & Kaufman, 2017;Liu et al., 2017;Puente-Díaz & Cavazos-Arroyo, 2017;Royston & Reiter-Palmon, 2019). People with more creative self-efficacy are more likely to participate in creative tasks and persist when they face problems (Beghetto & Karwowski, 2017;Hallak et al., 2018;Karwowski & Kaufman, 2017). ...
... (Czerwonka & Karwowski, 2018;Puente-Díaz & Cavazos-Arroyo, 2017;Schutte & Malouff, 2020). ...
... Yet, it was suggested that "[i]t is perfectly possible for an individual to hold both theories" (Dweck et al., 1995b, p. 323). Indeed, explorations specifically focusing on creative mindsets found that they are separate constructs, not opposite ends; therefore, people can endorse both simultaneously (Hass et al., 2016;Puente-Diaz & Cavazos-Arroyo, 2017; but see also O'Connor et al., 2013; for a comprehensive discussion of this issue, see Karwowski & Brzeski, 2017;Karwowski et al., 2019a), implicating a mixed mindset representation. ...
... Entity theorists (i.e., people with fixed mindsets regarding creativity) show low interest in creativity (O'Connor et al., 2013) and are less engaged in creative thinking (Pretz & Nelson, 2017). Consequently, they distrust their creative ability (Hass et al., 2016), perform worse in creativity tasks (Karwowski, 2014;O'Connor et al., 2013), and report fewer creative achievements (O'Connor et al., 2013;Puente-Diaz & Cavazos-Arroyo, 2017). Incremental theorists (i.e., people with growth mindsets) are the opposite: They are more creative (Karwowski, 2014;Karwowski et al., 2019a;O'Connor et al., 2013) and believe more strongly in their creativity (Hass et al., 2016). ...
... This argument was supported by prior studies (e.g. Huang et al., 2020;Liu et al., 2017;Tierney and Farmer, 2004;Prabhu et al., 2008;Puente-D ıaz and Cavazos-Arroyo, 2017;Yang et al., 2017), which revealed that CSE is strongly related to EC. ...
... The findings of the current study are in line with self-efficacy theory (Bandura, 1997), which argues that an individual with a high level of confidence in his\her capability to produce novel ideas is critical to show a higher level of creativity (Tierney and Farmer, 2002). However, although CSE, as a concept, is not discussed often in the literature, many studies claim that employees with high CSE are more likely to produce new and creative ideas at work (Huang et al., 2020;Liu et al., 2017;Prabhu et al., 2008;Puente-D ıaz and Cavazos-Arroyo, 2017;Tierney and Farmer, 2004;Yang et al., 2017). This study, therefore, contributed significantly to the literature, as it supported the positive significant influence of CSE on EC at work. ...
Purpose
The importance of innovation has attracted growing attention due to the complex and rapidly changing business environment. This study aimed, first, to examine the joint effect of servant and authentic leadership (AUL) styles on employee creativity (EC), second, to examine the direct and mediated effect of servant leadership (SL) on employees' innovative work behaviour (IWB), third, to examine the effect of EC on IWB and finally, to investigate the moderating effect of creative self-efficacy (CSE) on the relationship between AUL and EC.
Design/methodology/approach
A quantitative approach was used, and the data were collected from 446 employees in the Qatari public sector. The data were then analysed by employing partial least squares structural equation modelling (PLS-SEM) using SmartPLS software to validate the measures before testing the proposed model.
Findings
The results of this study emphasized the strong hypothesized link between EC and IWB. It also endorsed the mediating role of EC between SL and IWB and the moderating role of CSE in the AUL-EC relationship.
Originality/value
The originality of this study comes from various aspects. First, it is unique in separately examining EC and innovation and the link between them. Second, it investigates the joint impact of servant and AUL styles on EC. Third, it explores the mediating role of EC between SL and IWB. Fourth, the moderating effect of CSE on the AUL-EC link also was examined to gain a full understanding of the relation effect. Finally, the value of the current study also comes from the integration of the triangular theory of creativity, SL and AUL theories and self-efficacy theory to explain the proposed model of the study. Moreover, this study serves as a guideline for decision-makers on how to enhance IWB among employees by focusing on leadership programmes and the creative and innovative culture.
... Following the theoretical development of implicit theories, two creative mindset or belief systems have been identified : fixed and growth mindset (Karwowski in Diaz and Arroyo, 2017). As stated earlier, a fixed mindset is characterized by the belief that creativity and creative skills are fixed and there is no much one can do to improve. ...
... A fixed creative mindset is equivalent to an entity view of intelligence. Conversely, a growth mindset deals with the belief that creativity and creative skills can improve with time and practice (Karwowski in Diaz and Arroyo, 2017). ...
Successful Entrepreneurs are caused by having the ability to think creative and innovative. Creativity is thinking new things, and innovation is doing something new and different. Therefore, the essence of entrepreneurship is the ability to thinking new things and different. This study aims to find out that creative and innovative are the mindset of entrepreneurs in running a business. The method used in this study is the Library Review method (literature review/literature research). A method that identifies, assesses, and interprets all findings on a research theme. The method used is part of a qualitative research method. Creative and innovative are personal characteristics that are firmly entrenched in true entrepreneurs. Businesses that are not based on creative and innovative efforts usually cannot thrive forever. The dynamic business environment conditions require entrepreneurs to always be able to adapt in all changes to seek new breakthroughs. To win the competition, an entrepreneur must have high creativity. The power of creativity should be based on an advanced way of thinking, full of new ideas that are different from the products that have been on the market so far. Key Word : Creative, Innovative, Entrepreneur
... These qualities fit in well with the creative process, which frequently entails trying new things, taking chances, and iterating in response to feedback. Growth creative attitude is associated with adaptive motivational approaches and performance outcomes (Puente-Díaz & Cavazos-Arroyo, 2017). Further support for these findings was offered by Sbaih (2023), who showed a positive relationship between academic success and creative thinking skills, particularly originality, fluency, flexibility, and elaboration. ...
As the awareness, benefits, and adoption of Open Educational Resources (OER) in
various fields have increased, so have efforts to conduct research on its impact on
students learning behaviors, experience, and engagement. However, limited research
has been conducted regarding the efficacy of using OER on students’ perceived
enjoyment in learning and interactions with educational materials. This study aimed to
examine the relationships between creative mindset, flow experience, and perceived
values of OER among 88 online undergraduate students. First, results revealed that
students who have a growth-oriented creative mindset are more likely to understand
and embrace OER’s intrinsic worth. Their willingness to learn new things and creative
thinking fit in nicely with the OER tenets of accessibility, cooperation, and ongoing
development. In addition, students reporting higher flow levels—characterized by
control, attention, curiosity, and intrinsic interest—perceived greater value in OER
materials. This indicates that the design and implementation of OER should consider
the content and how it interacts with users to maximize engagement and flow.
These findings emphasize the importance of a strategic approach to OER integration
for educators and institutions, focusing on both resource quality and pedagogical
frameworks that support its use. Ensuring OER materials engage and foster creative,
and growth mindsets can significantly enhance students’ learning experience and
academic enjoyment.
... A number of approaches have been explored to enhance creativity, such as psychological interventions, educational programs, environmental designs, and technological tools [42,88]. In addition, research has found that psychological factors, such as mood [11] and self-ecacy [78,94], inuence creativity. For example, studies have found that stimulating mental and physical relaxation through progressive muscle relaxation, yoga, stretching, and music relieves anxiety and leads to increases in both convergent and divergent creative ability [37,52]. ...
As generative AI (GenAI) increasingly permeates design workflows, its impact on design outcomes and designers' creative capabilities warrants investigation. We conducted a within-subjects experiment where we asked participants to design advertisements both with and without GenAI support. Our results show that expert evaluators rated GenAI-supported designs as more creative and unconventional ("weird") despite no significant differences in visual appeal, brand alignment, or usefulness, which highlights the decoupling of novelty from usefulness-traditional dual components of creativity-in the context of GenAI usage. Moreover, while GenAI does not significantly enhance designers' overall creative thinking abilities, users were affected differently based on native language and prior AI exposure. Native English speakers experienced reduced relaxation when using AI, whereas designers new to GenAI exhibited gains in divergent thinking, such as idea fluency and flexibility. These findings underscore the variable impact of GenAI on different user groups, suggesting the potential for customized AI tools.
... It has been explored as a stable and impactful construct in everyday creativity, evaluating the perceived importance of creativity to assess creative self-concept (Karwowski, 2016). Levels of creative personal identity are associated with confidence in one's creative potential (Karwowski, 2016) and the motivation to evolve through practice and time (Puente-Díaz & Cavazos-Arroyo, 2017). Given that individuals tend to align their actions with their values, a robust creative personal identity can serve as a driving force sustaining creative endeavors . ...
Creative personal identity, Creative writing, Scientific invention and discovery Objective: The objective of this study was to explore the relationship of dynamic mindset, creative effectiveness, and creative self-identity with creative writing, innovation, and scientific discovery among male and female high school students in Yazd city. Methods: This investigation is a fundamental descriptive-correlational study. The statistical population for this study consisted of all male and female high school students in Yazd city in 2023, with 200 individuals chosen for assessing the research instrument's validity and reliability, and 340 participants selected as samples through a multi-stage random sampling approach. The research utilized questionnaires on creative achievement, dynamic mindset questionnaire, and creative effectiveness questionnaire as its measuring instruments. The data were analyzed using the Canonical correlation analysis method. Results: The results revealed that Wilks's lambda value was significant (F=24.544, λ=0.455, P<0.001), indicating a canonical correlation between the two variable sets with a 99% probability. The effect size of the two focal functions in this analysis was 0.545, signifying the shared variance between the two variable categories that the present study can account for. The study findings suggest a substantial fundamental correlation (53%) between dynamic mindset, creative effectiveness, and self-identity with creative writing, innovation, and scientific discovery. Conclusions: These findings can inform the development and implementation of interventions aimed at enhancing students' creativity.
... With regard to creative mindset, it was found that people who display a growth mindset are more effective in creative problem solving and show better results in divergent thinking tasks (Karwowski, 2014;Karwowski et al., 2019;Royston & Reiter-Palmon, 2019). In contrast, people with a fixed mindset show lower creative abilities and achievement (Karwowski, 2014;Karwowski et al., 2019;Puente-Díaz & Cavazos-Arroyo, 2017;Royston & Reiter-Palmon, 2019). The relationship between creative mindset and creative abilities could also be shown using an experimental approach. ...
... It has been further justi ied by multiple research works demonstrating the ability to cultivate creative problem-solving and lexibility in learners. This improves grades and equips the learners with active tools to work in the 21st-century dynamic work environment (Puente-Dıáz and Cavazos-Arroyo, 2017). According to Zuo et al. (2021), writing self-ef icacy is a powerful predictor of the caliber of written work, even though writing anxiety and attitudes in second languages (L2) are not typically connected to one another or writing performance. ...
... In addition, creative self-efficacy is an important component of creative thinking and there is a positive correlation between it and the development of students' creative skills (Puente-Díaz & Cavazos-Arroyo, 2017). Therefore, it is important to develop and optimize students' creative self-efficacy and critical thinking in education and teaching. ...
Peer assessment is acknowledged as a potent strategy that motivates students to engage in reflection and comparison through the evaluation of their peers' work. However, the effectiveness of peer assessment is not always satisfactory due to a number of factors, such as lack of in-depth understanding of peers' work and insufficient motivation for the behaviour of evaluation. Based on constructivist theory, this study proposed an Understanding-Evaluation-Backward Evaluation-Reflection based peer assessment (UEBR-PA) approach, which directs students to comprehensively grasp their peers' projects, undertake efficient evaluations, provide retrospective reviews on others' feedback, and ultimately, integrate this collective feedback to refine and enhance their own projects. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in an Open-Source Hardware Project Design course with 54 university students from two classes. One class was assigned as the experimental group to conduct the peer assessment using the proposed approach, while the other class was assigned as the control group to conduct the peer assessment using the conventional presentation-evaluation-communication based approach. The results of the study indicated that the UEBR-PA approach significantly increased students' creative self-efficacy, critical thinking tendency, and learning performance. Furthermore, students engaging with the UEBR-PA approach showcased more positive interactive assessment behaviours.
... One of the competencies is creativity in developing Integrated Science teaching materials. It aligns with previous research that motivation is related to the ability to develop creative ideas (Peng et al., 2013;Puente-Díaz & Cavazos-arroyo, 2017). ...
p style="text-align:justify">Changes and challenges in the highly dynamic world of education require postgraduate students to manage their learning well and create something from their creative thinking according to the needs of the field. One of them is the activity of students in developing integrated natural science teaching materials is very necessary because learning at the primary level still uses integrated or thematic learning. Furthermore, students also need to be encouraged to be adaptive to these challenges by empowering their independence in learning. The ability to manage learning and creativity to create something new is highly prioritized for college graduates to contribute generously to their environment. This study aims to describe the empowerment of self-regulated learning and student creativity in developing natural science teaching materials in collaboration through community-based project learning. This study used a quasi-experimental design with a single-subject design type. The instruments used to retrieve data are creativity assessment rubrics and self-regulated learning questionnaires. The conclusion is that students are intrinsically and extrinsically motivated to fulfill the given tasks. Learning is essential for increasing competence, and learning strategies have been adjusted to the material's complexity or the difficulty level of the studied content. The aspect of student creativity in developing Integrated Science teaching materials shows the existence of change from stage one to the next and good categories.</p
... Innovation self-efficacy is believed to play a motivating and driving role in the creativity and innovation process of organizations and has a considerable influence on determining this process [64]. Research by Wihuda et al. [65] showed that self-efficacy plays an important role in a company's success in improving employee performance and productivity, and innovation self-efficacy has a significant impact on innovation performance [66]. ...
This study delves into the effects of servant leadership on team innovation performance by examining innovation self-efficacy as a mediating factor and team innovation atmosphere as a moderating factor. Utilizing a questionnaire survey of 311 hotel employees, we employed a structural equation model for rigorous data analysis. Our key findings are summarized as follows: (1) Servant leadership positively influences team innovation performance. Specifically, the dimensions of persuasion and guidance within servant leadership emerge as significant predictors of enhanced team innovation. (2) Servant leadership significantly boosts innovation self-efficacy, highlighting its crucial role in fostering a culture of innovation. (3) Innovation self-efficacy emerges as a pivotal mediator between servant leadership and team innovation performance, underscoring its importance in translating leadership behaviours into tangible innovation outcomes. (4) The team innovation atmosphere positively moderates the relationship between innovation self-efficacy and team innovation performance, indicating that a supportive environment can amplify the impact of individuals’ self-beliefs on collective innovation. This research offers valuable theoretical and practical insights into harnessing the power of servant leadership to enhance innovation self-efficacy and, ultimately, team innovation performance. Our findings contribute to a richer understanding of how these variables interact and can inform the development of more effective leadership strategies in organizations seeking to foster a culture of innovation.
... Confidence in the creativity context is called creative confidence, which has been identified as learners' perceptions of their confidence or belief that they can generate creative ideas or produce creative outcomes (Beghetto & Karwowski, 2017;Liu et al., 2017). Some studies have found that creative confidence is significantly related to creative performance or creative idea/product generation (Huang et al., 2020;Liu et al., 2017;Puente-Díaz & Cavazos-Arroyo, 2017). Individuals with higher creative confidence will be more likely to engage in creative tasks, perform creatively, make sustained efforts to address challenging or difficult tasks, and achieve a higher level of creative performance (Beghetto & Karwowski, 2017). ...
Creativity is an important skill in the 21st century, and design thinking has been proposed as a methodology for fostering creativity. Design creativity involves two non-rational aspects: motivation and empathy. However, little is known about how empathy and motivation work in synergy with creativity. This study explored the underlying mechanisms of empathy and motivation in creativity in design thinking. We built an explanatory model to examine the effect of empathy on motivation and creativity and the mediating effects of four aspects of motivation (i.e., attention, relevance, confidence, and satisfaction). In the study, 220 6th-grade students participated in an integrated STEM curriculum that centered on design thinking activities that lasted one semester, and then completed a questionnaire measuring their perceptions of empathy, motivation, and creativity at the end of the design activities. Partial least squares structural equation modelling was used to analyze the collected data. The results showed that empathy positively predicted creativity. In addition, empathy had a significant impact on creativity through the effect of intrinsic motivation, but not through that of extrinsic motivation. Among the four aspects of motivation, attention, relevance, and confidence each strengthened the association between empathy and creativity. However, satisfaction had a negative effect on creativity and a non-significant mediating effect. These findings increase our understanding of the internal mechanisms of design thinking and creativity. Some practical implications of empathy and motivation in creativity are also discussed.
... Although students' perceptions of TMB may impact their SSE via perceived CGS, these effects may not be uniform for all students, as their engagement profiles are simultaneously shaped by a dynamic interaction between contextual (e.g., CGS) and selfsystem factors (Wang et al., 2019). According to the mindset theory (Dweck & Leggett, 1988), different mindset beliefs harbored by students can create different personal motivational orientations and influence their academic engagement (Chen & Wong, 2015;Puente-Díaz & Cavazos-Arroyo, 2017). Considering that students' mindset beliefs (SMBs) reflect the personal perspective of motivation, whereas CGS reflects the contextual perspective of motivation, little research has explored the interactive functions between these two motivational systems in regard to SSE. ...
Students’ perception of teachers’ mindset beliefs (TMB) is associated with their school engagement (SSE). Based on SSE's contextual-personal interplay, perceived classroom goal structures (CGS) and students’ mindset beliefs (SMB) were considered. Data from 1071 high school students were analyzed. The results show that CGS significantly mediated the negative connection between perceived headteachers’ fixed mindset beliefs and SSE. Students who perceived headteachers to endorse more fixed mindset beliefs aligned with classroom performance goal structure (PGS) rather than mastery goal structure (MGS) environments, predicted fewer engagements. SMB played a moderated role. The effect of MGS on SSE was much stronger for students with low fixed mindset beliefs, whereas the effect of PGS on SSE was significant only for students with high fixed mindset beliefs. These findings corroborate SSE's development-in-sociocultural-context theory, indicating the value of inculcating growth mindset among teachers, and the fitness of classroom-student motivational systems to improve adolescents’ engagement.
... As highlighted by Lemons [74], creativity does not come from competence itself but from belief in ability, which means belief in one's ability is crucial for creative behavior. Therefore, CSE has become an important psychological attribute for researchers to understand creative performance enhancement [75][76][77]. ...
This study examined the relationship between transformational leadership, learning orientation, creative self-efficacy, and employee creativity in manufacturing small and medium-sized enterprises (MSMEs) in China. A survey involving 742 employees was conducted, and hierarchical linear modeling (HLM) was employed to analyze the data. The result showed that transformational leadership has s significantly positive effect on employee creativity. Moreover, both individual and team-level learning orientations are positively related to employee creativity significantly. Creative self-efficacy (CSE) mediates the relationship between transformational leadership, team learning orientation, and individual learning orientation on employee creativity. These findings suggest that transformational leadership, learning orientation, and CSE enhance employee creativity in Chinese MSMEs. We discuss the implications of these findings and offer suggestions for future research.
... Creative mindsets refer to people's beliefs to what extent creativity is acquired and can be developed (growth/malleable mindset) or is an inborn entity characteristic (fixed mindset), which do not necessarily exclude each other [98]. Creative mindsets, just as metacognitive knowledge, can be retrieved from long-term memory and impact how individuals engage in the creative process [142,152]: A growth mindset predicts better creative problem solving, but only among people who do not hold strong fixed mindsets at the same time [98]. People characterized by high growth minds, low fixed mindsets, and high personal identity are more accurate in idea selection [154]. ...
Creative cognition does not just involve cognitive processes in direct service of the main task objective (e.g., idea generation), but also metacognitive processes that monitor and regulate cognition adaptively (e.g., evaluation of ideas and task performance, or development and selection of task strategies). Although metacognition is vital for creative performance, relevant work is sparse, which may be partly due to persistent ambiguities in the theoretical conceptualization of creative metacognition. Therefore, this article proposes a systematic framework of creative metacognition (CMC), which builds on recent advancements in metacognition theory and extends them to meet the specifics of creative cognition. The CMC framework consists of two dynamic components-monitoring and control-and a more static component of metacognitive knowledge, each subsuming metacognitive processes applying to the level of task, performance, and responses. We describe the presumed function of these metacognitive components in the creative process, present evidence in support of each, and discuss their association with related constructs, such as creative self-beliefs. We further highlight the dynamic interplay of metacognitive processes across task performance and identify promising avenues for future research.
... These beliefs have a regulatory function and translate into interest and engagement in creativity (O'Connor, Nemeth, & Akutsu, 2013;Pretz & Nelson, 2017), as can also be derived from the linkage with #motivation in the mind-set cluster. #Mind-set and #growth are closely related to #success, which is in line with the results of scientific explorations: People who perceive creativity as prone to intentional development tend to be more successful in creative endeavors (e.g., Hass, Katz-Buonincontro, & Reiter-Palmon, 2016;O'Connor, Nemeth, & Akutsu, 2013;Puente-Díaz & Cavazos-Arroyo, 2017). On the other hand, #talent was more strongly associated with musical creativity than mindset. ...
... Del mismo modo, Zisser et al, (2019), han sugerido que las altas tasas de confianza pueden causar arrogancia o envidia entre los emprendedores, lo que a su vez puede debilitar su capacidad para liderar eficazmente conducir sus empresas. Por otro lado, los debates sobre las posibles consecuencias adversas de una alta autoeficacia han suscitado interés en la literatura en otros ámbitos de la gestión empresarial, incluida la gestión estratégica, el comportamiento y la teoría organizacional (Puente & Cavazos, 2017). ...
La autoeficacia emprendedora ha ganado importancia en los últimos años en el campo del emprendimiento, con base en ello el objetivo del presente estudio fue determinar el efecto de la autoeficacia emprendedora sobre el desempeño empresarial de las micro y pequeñas empresas de cuatro provincias peruanas, para ello se evaluó a un total de 382 emprendedores de diversas instituciones quienes fueron evaluados a través de una encuesta con propiedades psicométricas adecuadas. Dentro de los principales resultados se determinaron valores significativos a un nivel de confianza del 95% (p=0.00; p<0.01) en la relación entre las dimensiones de la autoeficacia emprendedora con el desempeño empresarial, donde resalta que la dimensión de propiciar relaciones con inversionistas aporta en gran medida al incremento de los resultados de las empresas, mientras que la dimensión fomentar un entorno innovador su contribución es menor; en conclusión, se evidencia que la autoeficacia emprendedora tiene un efecto positivo sobre el desempeño empresarial esto indica que en tanto un sujeto tenga mejores aptitudes para diseñar nuevos productos se obtendrán mejoras en el desempeño dentro de las micro y pequeñas empresas peruanas.
... Unsurprisingly, the work of Carol Dweck has also been discussed in the context of tertiary education. For example, Dachner et al. [33] argue for the benefits of an improved performance-goal orientation of management students to ensure that they enjoy career success in the future; while Puente-Díaz and Cavazos-Arroyo [34] uncovered a positive influence of a growth mindset on achievement goals and creative self-efficacy of college business students. ...
In times of change, such as during periods wrought by the COVID-19 pandemic, organisations must innovate, as otherwise, they will perish. The only acceptable way forward now is about exploring avenues for increasing innovation in order for businesses to survive. The purpose of our paper is to put forward a conceptual model of factors with the potential to positively influence innovations to assist aspiring leaders and managers in addressing challenges in the future when uncertainty may be the norm rather than the exception. The authors introduce a novel M.D.F.C. Innovation Model, comprising the concepts of a growth mindset (M) and flow (F) as well as the skills of discipline (D) and creativity (C). While the elements of the new M.D.F.C. conceptual model of innovation – as separate areas of study - have been extensively researched in past studies, the authors have combined them into one model for the first time. The opportunities stemming from the proposed new model are numerous, with the implications for educators, industry and theory discussed. Developing the teachable skills outlined in the model can bring benefits for both educational institutions and employers, as more employees could be equipped to look forward, be innovative and bring new, creative solutions to ill-defined problems. The model is equally suitable for individuals wishing to embrace thinking outside of the box to reap the benefits of enhancing their capacity for innovation in all aspects of their lives.
... These beliefs have a regulatory function, translate into interest and engagement in creativity (O'Connor et al., 2013;Pretz & Nelson, 2017), as can also be derived from the linkage with #motivation in the mindset cluster. #Mindset and #growth are closely related to #success, which is in line with the results of scientific explorations: People who perceive creativity as prone to intentional development tend to be more successful in creative endeavors (e.g., Hass et al., 2016;O'Connor et al., 2013;Puente-Díaz & Cavazos-Arroyo, 2017). On the other hand, #talent was more strongly associated with musical creativity than mindset. ...
Twitter has become a popular platform for sharing and discussing everyday experiences, including creativity. In this study, we explored the public conceptualization of creativity on Twitter by analyzing co-listed hashtags associated with the term #creativity in millions of tweets. Exploratory Graph Analysis was used to identify a network of semantic clusters, and a pre-trained language model yielded the sentiment of the underlying tweets. In addition, we compared the creativity-network to the network of the related concept of #innovation. The semantic clusters of #creativity reflect, on the one hand, well-known everyday creative domains focused on visual and digital arts, storytelling, and handicraft, suggesting an arts bias in the representation of creativity online. On the other hand, other semantic clusters paid tribute to the role of mindsets, teams, and imagination, feature business and innovation, and stress the importance of creativity for mental health. The network of #innovation had a higher prevalence of technological clusters relating to digital transformation in general and in specific areas, such as finance, education, design, and health. Both networks are mostly positive on the level of hashtags and underlying tweets, suggesting that these Twitter spheres highlight potential and success rather than obstacles and failure. Our study demonstrated the feasibility of leveraging online data to provide a bottom-up socio-cultural snapshot of lay conceptualizations of creativity, highlighting commonalities and differences with theorized conceptualizations of creativity.
... CSE is also described as an individual's self-perceived capacity to engage in creative behavior (Abbott 2010). Empirical studies have demonstrated that creativity is positively related to CSE in professional or educational settings Puente-Díaz and Cavazos-Arroyo 2017;Newman et al. 2018;Hallak et al. 2018). For example, Huang et al. (2020) have demonstrated that CSE predicts creative performance for engineering design creativity. ...
The e-market is prosperous in China, but the factors that stimulate or deter its development remain unclear. This study focuses on designers (interaction, user interface, product, and user experience designers) in the Chinese e-marketplace to examine the relationship between creative self-efficacy (CSE), achievement motivation (including motivation to approach success [MS], and motivation to avoid failure [MF]), and job burnout. Eighty-two questionnaires and eight in-depth interviews were used to collect data. The designers were found to be experiencing intermediate levels of job burnout. However, their achievement motivation and CSE were relatively high, and achievement motivation acted as an overarching factor that triggered CSE. The study contributes to the field by providing theoretical evidence showing how achievement motivation and job burnout influence designers’ CSE. We show the value of the need to increase employees’ achievement motivation, which builds CSE naturally. To conclude, we suggest that achievement motivation may be more critical for firms, as employees will handle their work seriously with a higher sense of responsibility.
... The arguments for assuming that gamification is an internal or external reward are varied. On the one hand, elements such as leaderboards, points and coupons in gamification are designed to motivate people to keep trying in order to obtain rewards that are extraneous to the task (Hamari 2017;Landers, Bauer, and Callan 2017), that is, manifestations of external incentives (Ikeda and Bernstein 2016;Puente-Díaz and Cavazos-Arroyo 2017). On the other hand, these gamification elements also provide people with a sense of fun and playfulness and thus give gamification some attributes of internal incentives (Friedrich et al. 2020;Treiblmaier and Putz 2020). ...
In today’s world of knowledge-based economies, gig economies, crowdsourcing, and overall ICT-driven creativity, the avenues toward creativity and for its cultivation are increasingly diverse and sought after. Researchers have postulated that, in the context of creativity and information technology, not only are people are increasingly driven by the game-like structures of contemporary systems, services, organisational forms, incentive arrangements, and player-like behaviours rather than monetary incentives but also that the platforms that facilitative creative learning are becoming increasingly reminiscent of games. However, it is unclear how this gamification affects creativity vis-à-vis other forms of incentives. In this study, we investigated how gamification, money and punishment affect people’s creativity. We randomly assigned 102 participants to four groups and given different incentives to complete an alternative-uses task. We measured their creativity according to the four classic elements: fluency, flexibility, originality, and elaboration. The results showed that creativity was significantly higher in the gamification and punishment conditions compared with the control and monetary reward conditions, but creativity was not significantly different between the monetary reward and control conditions. The findings of this study provide theoretical and practical insights to guide people designing effective talent development programmes and stimulating creativity in their employees.
... On the other hand, some researchers (e.g., Hass et al., 2016;Karwowski;2014;Karwowski et al., 2019) supported that the fixed and the growth CM are two independent dimensions. Recent studies have shown more evidence supporting the independent-dimension theory (Karwowski et al., 2019;Puente-Díaz & Cavazos-Arroyo, 2017;Zhou et al., 2020). For example, Karwowski (2014) developed a CM inventory that includes two relatively independent yet negatively correlated scales: the growth CM and the fixed CM. ...
Creativity mindset (CM), grit, and self-determination have been defined as critical motivational variables affecting learners' self-efficacy. Therefore, this study pioneers the examination of the relationship between these motivational variables and creativity self-efficacy (CSE) during game-based learning. A Creativity Mindset Inventory (CMI) and a game-based learning intervention were employed. Participants for developing the CMI were 281 3rd to 6th graders, and those for the intervention were 114 3rd and 4th graders. The result revealed that the CMI included four constructs (growth-internal control, growth-external control, fixed-internal control, and fixed-external control). Moreover, the employed intervention enhanced the children's growth CM and CSE. Regression analysis results suggest that self-determination mediates the influence of growth CM and grit on CSE. Additionally, growth CM, especially the growth-internal control CM, is a powerful predictor of self-determination and CSE. In contrast, fixed CM (the overall fixed CM, the fixed-internal control CM, or the fixed-external control CM) does not have any significant influence on self-determination or CSE. Notably, the findings of this study support that growth CM can be enhanced through a well scaffolded educational game. This study contributes to the field of game-based learning by developing a CM inventory, demonstrating a growth CM intervention, and clarifying influential factors to CSE during game-based training. While game-based learning has become popular among elementary school students, the findings of this study provide important insights into the design of game-based learning and creativity training.
This article presents two studies examining the relationship between induced creative mindsets and creative performance. Study 1, an online MTurk study, randomly assigned 85 participants to read one of two articles describing creativity as a growth/malleable or fixed/entity ability. Study 2 replicated Study 1 with an online Prolific study of 111 participants who were also randomly assigned to read one of two articles describing creativity as a growth/malleable or fixed/entity ability. After reading the articles, subjective beliefs about creativity including creative mindsets were measured. Participants completed divergent thinking and creative problem-solving tasks, which were rated by human coders as well as with an artificial intelligence automated scoring platform, using the consensual assessment technique. Results indicate that participants in the growth condition had higher growth mindset scores and lower fixed mindset scores than those in the fixed condition. However, both groups performed equally on the creativity tasks. Thus, while external information regarding creativity mindsets influenced self-rated creative mindsets in a manner that reflected how creativity was described, the actual creative performance was not influenced. Possible explanations are that more time, support, or domain-related creative tasks coupled with the type of external information used in this study might result in increased creative performance.
In a day and age when the ability to accommodate uncertainty into one’s lifelong developmental processes has become critical to survival, creativity has garnered an indisputable place in education. Labelled as one of the critical skills of twenty-first-century education, creativity is, however, more than just a skill. It is an attribute of a socio-psychological structure that manifests itself in the continuous interaction between the self, the other and the World, capable of reconciling diverse perspectives and interpretations of the World and opening new meaning-making (and thus developmentally transformative) possibilities. In this chapter, I present a critical analysis of how creativity, as a construct, is approached in educational contexts, as well as the potential consequences for one’s psychological developmental process. Moreover, I emphasize the importance of worldmaking as a key component of educational experiences that, while embracing the uncertainty of contemporary living encourage students and teachers to collaborate in the process of combining old and new meaningful knowledge, critically positioning themselves in the face of individual and collective societal challenges. In this light, I discuss how approaching educational contexts as settings of re-constructive exploration can broaden the developmental possibilities of every person involved in the learning process, specifically by allowing them to question, explore, and actively construct their choices, with indelible consequences on their creativity, agency, and sociocognitive complexity.
The psychological, pedagogical and political implications of this paradigm shift are addressed, aiming to contribute to the ongoing debate about how to cultivate creative-nurturing learning environments.
Previous research has demonstrated that stereotypes associated with the female gender can impact technology and engineering education results. However, it remains unclear whether these stereotypes affect other relevant factors in technology and engineering education performance. The research used quantitative methods to investigate the correlation between technology and engineering self-efficacy, creative thinking attitudes, and project-based learning value, moderated by gender stereotypes. A total of 262 junior high school students were involved in the research. Correlation analysis showed that dimensions of creative thinking attitudes were positively correlated with project-based learning value, and technology and engineering self-efficacy was positively correlated with creative thinking attitudes and project-based learning value. Moreover, gender stereotypes can effectively moderate individuals’ creative thinking attitudes and technology and engineering self-efficacy in technology and engineering education environments based on the project-based learning approach. Therefore, teachers should create an inclusive learning environment, utilizing authentic teaching methods and diverse materials to showcase gender achievements, thereby highlighting the potential of both genders. In addition, it is possible to create a more equitable environment to minimize the impact of gender stereotypes on students .
The world faces formidable challenges that demand creative solutions tailored to specific socio-cultural contexts. We introduce thematic profile analysis, a computational method that combines topic modeling with large language models to situate creative ideas within context-dependent and culturally specific semantic spaces. A thematic profile quantifies the semantic distance between an individual’s creative ideas and themes from a corpus. Analyzing 18,414 ideas from 3,213 participants across 74 nationalities, we found that an individual’s thematic profile strongly predicted human creativity ratings (R = .58-.79). Thematic content was critical to creativity, with certain themes being more important to avoid or explore in one culture (e.g., Mexican) than another (e.g., U.S.A.). Thematic profile analysis enabled novel quantitative comparisons of themes across cultures - revealing substantial differences and similarities – providing a robust tool for capturing the context-dependency and cultural specificity of creativity.
Afin de rester compétitives, les entreprises se doivent d’être innovantes et de proposer régulièrement de nouveaux produits, services, process, … Si, pendant longtemps, les innovations se sont concentrées sur la dimension technique, aujourd’hui, elles s’appuient sur trois leviers principaux : les prix, la technologie et les usages. Depuis peu, l’innovation durable, qui consiste à innover en prenant en compte les impacts environnementaux, est également considérée comme un levier d’innovation supplémentaire. Pour répondre à ces nouvelles demandes, notamment autour de l’innovation par l’usage et l’innovation durable, les entreprises ne se demandent plus si elles doivent innover mais plutôt comment le faire. Elles « cherchent à renouveler leurs modalités d’innovation et de création ». De nouvelles méthodes et de nouveaux outils sont déployés en contexte industriel. Une des pratiques proposées est la mise en place de nouveaux lieux, dédiés à l’innovation, inspirés du mouvement maker tels que les FabLabs, les Living labs, les Hackerspaces, les Makerspaces, ... Ces nouveaux espaces, portés par des acteurs divers, renouvellent les modalités d’innovation et de création par la mise en oeuvre de processus collaboratifs et itératifs. Ils ont pour objectifs de remettre les usages au coeur des processus d’innovation, de centrer le processus sur l’utilisateur et ses besoins, de donner un nouveau souffle aux processus d’exploration et d’innovation des entreprises, de revaloriser les compétences pratiques et de s’adapter à un contexte de désindustrialisation. Pour réaliser ces objectifs, ces laboratoires d’innovation s’appuient sur trois grands piliers : un lieu caractérisé par une architecture, une disposition et un décor particuliers qui influencent le comportement des occupants ; une équipe composée d’acteurs variés et hétérogènes comme des chercheurs, des ingénieurs ainsi que des experts en méthodes et outils de créativité et de prototypage et enfin des méthodes visant à faciliter et accompagner la génération d’idées et le travail de groupe, notamment à travers des sessions de co-créativité. Dans le cadre de l’innovation durable, très peu d’outils sont adaptés aux pratiques de ces nouveaux lieux d’innovation. En effet, les laboratoires d’innovation soutiennent la génération d’idées et de premiers concepts alors que les outils d’éco-innovation ou d’éco-conception tel que l’Analyse de Cycle de Vie, reposent sur l’évaluation des impacts environnementaux de produits finalisés. Nous proposons de développer un outil d’éco-créativité qui a pour objectif d’accompagner les participants d’une session de co-créativité pour générer des idées nouvelles, originales, respectueuses de l’environnement et adaptées au contexte dans lequel elles se manifestent. Pour évaluer les effets de l’introduction d’un tel outil pendant des séances de co-créativité, une méthodologie d’analyse exhaustive de ces séances a été développée. Pour réaliser ces travaux, nous avons intégré le Clean Mobility LAB, laboratoire d’innovation d’un grand groupe d’ingénierie et de production d’équipements automobiles international, FORVIA FAURECIA.
Despite extensive exploration of parental autonomy support and psychological control, certain ambiguities exist regarding their relationships with children’s intelligence mindsets and academic outcomes. Based on a sample of 484 Chinese elementary school students, we aimed to elucidate the distinct roles of parental autonomy support and psychological control in predicting children’s academic engagement and achievement. Additionally, we examined the potential mediating effects of children’s intelligence mindsets in these relationships. Our findings revealed children’s growth mindset acted as a mediator in the link between parental autonomy support and children’s behavioral engagement. Conversely, children’s fixed mindset mediated the pathway from parental psychological control to children’s disengagement. Moreover, a multi-group analysis unveiled that the impact of parental autonomy support was more pronounced among boys who also exhibited greater susceptibility to the adverse influence of a fixed mindset. This study contributes to our understanding of the psychological mechanisms and emphasizes the significance of parental autonomy support in cultivating children’s growth mindset.
This study aims to examine the determinants of employee psychological ownership and its effect on sustainable manufacturing performance. The population in this study is employees of a cigarette company in Indonesia. The sample used is 100 respondents, consisting of workers, supervisors, front line managers, and senior managers of a large cigarette company in Indonesia who are involved in initiative programs to achieve sustainable manufacturing performance. The sampling technique used is purposive sampling. Data collection is carried out by distributing questionnaires directly to respondents and conducting focus group discussions (FGDs). The analytical tool used is Partial Least Squares with SmartPLS version 3. The results show that Servant Leadership has a significant effect on Growth Mindset and Capability Building; Growth Mindset and Capability Building have a significant effect on Employee Psychological Ownership; and Employee Psychological Ownership has a significant effect on Sustainable Manufacturing Performance. Therefore, to achieve sustainable manufacturing performance, it is necessary to have a strong employee psychological ownership by forming a mindset to always grow, accompanied by increasing individual capabilities through effective servant leadership.
The study reported in this chapter integrates the theory of communication and uncertainty management (TCUM) with the notion of transformational leadership (TFL) to examine how the uncertainty over the adoption of artificial intelligence (AI) technologies affects employees. Drawing on TCUM’s tenets, it is posited that TFL leaders need context-relevant expertise to effectively inspire and motivate their followers. Structural equation modeling analyses with the data collected in Japan (N = 1,318 employee–supervisor dyads) have revealed that uncertainty is negatively associated and TFL is positively associated with employees’ job performance. Consistent with TCUM’s proposition, the digital literacy of leaders is found to moderate the effects of TFL. Specifically, the positive association between TFL and job performance has disappeared when the employees simultaneously sense high uncertainty and low digital literacy of their supervisors. Implications of these findings are discussed with reference to the relevant literature. The current study provides empirical evidence on an important boundary condition of TFL effectiveness in the context of AI-driven digital transformation. Organizations should recognize and work on the imperative to develop talents with both robust leadership and digital skills to successfully drive DX.
The creative mindset conceptualization implies that individuals have beliefs about whether creativity is a malleable or a fixed attribute. Studies on creative mindsets have shown that individuals can possess both growth and fixed mindsets rather than just one. People tend to exhibit distinct profiles, with high levels in one mindset and low levels in the other, as well as profiles with high or low levels in both dimensions. This study aimed to investigate whether variability, adaptability, and coexistence in creative mindsets could be explained within the framework of Reinforcement Sensitivity Theory. A total of 559 (405 self-identified females and 154 self-identified males) university students aged 18 to 48 (M=21.69, SD=3.32) participated in the study. The findings revealed that behavior activation system sensitivity and the growth mindset might be related. However, no connection between the fixed mindset and the behavioral activation or behavior inhibition system sensitivity could be found. Furthermore, those who simultaneously hold high fixed and growth mindsets exhibited the highest behavior activation sensitivity. It can be concluded that the Reinforcement Sensitivity Theory can provide a perspective describing how a growth mindset develops.
The purpose of this study is to test the growth mindset theories of high school students' grits with explanatory models. The correlational design of the quantitative research approach was used in the current study. This study consists of 35000 students studying secondary education in the city center of Konya, Türkiye. The sample of this study consists of 783 students to whom the scales were applied in the selected schools. The study results highlighted a negative significant relationship between the fixed mindset dimension of Mindset Theories, belief in invariance and procrastination sub-dimension scores of high school students, and the perseverance of effort and consistency of interest scores of their grits. The fixed mindset dimension predicts 12.6% of students' grits' consistency of interest and perseverance of effort, 3.6% of the variability in belief in invariance sub-dimension, and 17.3% of the variability in the procrastination. While the consistency of interest dimension of the students' grits does not have a significant predictor of the growth mindset dimension of mindset theories, it has a significant predictor of the variability in the fixed mindset dimension. The study found that the consistency of interest fixed mindset predicted the variability in the procrastination dimension more. It can be suggested to organize training, activities, and projects for the development of students' grit, and to test grit and mindset theories across cultures by conducting similar studies in different countries.
While most people believe that creativity is malleable, some perceive it as fixed and unchangeable. What is overlooked by current theorizing is how social factors—like culture or media—influence such mindsets. This chapter focuses on how media across cultures present a perspective on the nature of abilities. We examine a specific case of the so-called talent shows, in which a panel of judges assess participants. By thematic analyses conducted across three cultures (China, Poland, and the USA), we explore mindsets presented in “… Got Talent!” programs. Finally, we discuss the opportunities and threats associated with the role of social factors for what we think about our own abilities and opportunities for their development.KeywordsCreative mindsetsFixed mindsetGrowth mindsetMediaThematic analysis
In the past decade, creativity researchers have attempted to explore how creative fixed and growth mind-sets shape creative outcomes and effort. Previous studies found a strong association between creative mind-sets and self-perceptions. However, research on the relationship between creative mindsets and performance led to mixed results. In an attempt to explain these confusing findings, many advocated the idea that creative mindsets may influence how learners utilize their domain knowledge and skills in creative performance. To empirically test this assumption, we investigated the influence of domain knowledge and skills on the relationship between creative mindsets and performance among college students (n = 125) in the context of ESL/EAL writing. Our results show that a fixed creative mindset, but not growth, together with ESL/EAL writing proficiency contribute to ESL/EAL creative writing performance. We also found that domain-specific knowledge and skills play a role in how creative mindsets translate to creative performance: while endorsing a fixed mindset was detrimental for students at all ESL/EAL writing proficiency levels, a growth mindset was beneficial at high proficiency levels only. These findings contradict the assumption that cultivating a growth creative mindset will lead to positive creative outcomes for all. Practical implications, limitations, and future research directions are discussed.
In today's knowledge-based economy, workplace learning ("WPL") has become an essential requirement for both individuals' employability and organizations' sustainable competitive advantage. However, the WPL participation rate is frequently lower than anticipated or necessary, which necessitates more rigorous research into WPL antecedents, especially in terms of employees' psychological attributes. Through literature synthesis, this conceptual study proposes a theoretical framework of direct and indirect influences of growth mindset on WPL. The novelty of this model lies in the focus on growth mindset as a newly proposed WPL antecedent, as well as the roles of self-efficacy and mastery goal orientation as sequential mediators. Besides bridging the literature gaps, this framework could lead to practical recommendations on psychologically-wise strategies to enhance organizational learning culture.
The Cambridge Handbook of Creativity and Emotions provides a state-of-the-art review of research on the role of emotions in creativity. This volume presents the insights and perspectives of sixty creativity scholars from thirteen countries who span multiple disciplines, including developmental, social, and personality psychology; industrial and organizational psychology; neuroscience; education; art therapy, and sociology. It discusses affective processes – emotion states, traits, and emotion abilities – in relation to the creative process, person, and product, as well as two major contexts for expression of creativity: school, and work. It is a go-to source for scholars who need to enhance their understanding of a specific topic relating to creativity and emotion, and it provides students and researchers with a comprehensive introduction to creativity and emotion broadly.
Drawing on social learning theory, the authors hypothesized that leader humility would have an indirect effect on employee creativity through employees’ belief in the malleability of creativity (a growth creative mindset). They further hypothesized that this indirect effect would be particularly pronounced in research-and-development-related work teams. They tested these hypotheses in a survey study of 476 Chinese employees. The results support both hypotheses: employees’ perception of team leaders’ humility was positively related to employees’ growth creative mindset, which in turn was positively associated with employee creativity. In addition, this indirect effect was stronger in research-and-development-related teams than in other teams. This study provides a new explanation of the link between leader humility and employee creativity through a growth creative mindset. The practical implications are discussed.
Uncertainty characterizes almost all creative acts. In this chapter, we discuss how uncertainty can be tamed and used to benefit the creative process. We analyze the agentic nature of creativity and explore how processes and strategies associated with creative self-regulation can help organize and manage creative actions. While we neither believe nor postulate that uncertainty can be eradicated from creative actions, we see creative self-regulation as one way to harness uncertainty in the creative process.KeywordsUncertaintyCreativityAgencySelf-regulation
This chapter focuses on the role and value of not knowing for creativity, learning and development. More specifically, it proposes a typology of states that are conducive, in different ways, for creative learning, including certain knowing, uncertain not knowing, uncertain knowing, and certain not knowing. They are discussed, in turn, in relation to four associated experiences: trust, anxiety, curiosity and wonder, respectively. Towards the end, two models are proposed that specify how and when these experiences contribute to the process of creative learning. The first is focused on macro stages, the second on micro processes. While the former starts from uncertain not knowing, goes through the interplay between uncertain knowing and certain not knowing, and ends in certain knowledge, the processual model reveals the intricate relations between these experiences in each and every instance of creative learning. The developmental and educational implications of revaluing not knowing as a generate state are discussed in the end.KeywordsUncertaintyKnowledgeAnxietyTrustCuriosityWonderCreative learning
The two major challenges facing people with mental health conditions (MHCs) are stigma and discrimination. This study focused on the Amitim program’s nationwide integrated arts-based groups that not only aim to impart knowledge and skills in the arts (e.g., theater, writing, music, poetry, visual art, etc.) but also reduce public and self-stigma, and promote personal recovery. This study, composed of a sample of 642 Israeli adults, examined whether people with MHCs and nonclinical community members who attended the integrated groups would report greater adaptive changes in outcomes than those who did not participate, the association of change process factors and in-group factors with these outcomes, and candidate mediators in the association between participation in the groups and the outcomes. The findings showed that change in creative self-efficacy (CSE) significantly predicted adaptive change in outcomes in people with MHCs who participated in these integrated arts-based groups. Participants with MHCs in groups facilitated by arts therapists reported significantly more positive outcomes than participants in groups with facilitators from other professional human services. Nonclinical community members in the integrated groups reported higher postprogram CSE and less desire for social distance from people with MHCs compared with the control group. Finally, change in the desire for social distance significantly mediated the relationship between group participation and change in public stigma. Overall, direct intergroup contact while engaging in arts-based activities appears to be a promising way to promote positive changes in people with MHCs and nonclinical community members. The implications and future directions are discussed.
This article describes a research program exploring the structure, correlates, and consequences of creative mindsets, defined as beliefs about the fixed-versus-growth nature of creativity. In the first study, I reported on the development of the Creative Mindset Scale. Exploratory factor analysis demonstrated a two-factor structure with growth- and fixed-creative mindsets forming two relatively independent, yet negatively correlated scales, rather than two ends of one continuum. I then verified this structure by confirmatory factor analysis using a larger sample. In the second study, the growth mindset and the creative self-concept (creative self-efficacy and creative personal identity) were strongly positively associated. In the third study, the fixed-creative mindset was negatively related to efficiency in solving insight problems, and an association between the growth mindset and problem solving was moderated by the fixed mindset.
Attempts to maximize creativity pervade corporate, artistic, and scientific domains. This research investigated how individual’s lay beliefs about the malleability of creativity affect several creativity related constructs. Two correlational and one experimental study examined the relationship between lay beliefs about creativity and creative problem solving and prior creative achievement. In Study 1 incremental beliefs in creativity are associated with interest in creative thinking, self-reported creativity, and creative problem-solving. In Study 2, incremental beliefs are associated with prior creative achievement in a cross-cultural, professional sample. In Study 3, incremental primes of creativity led to improved creative problem-solving. Additionally, all studies further establish discriminant validity and domain-specificity for lay beliefs of creativity. Specifically, Studies 1 and 2 control for individual differences in beliefs about the malleability of intelligence, suggesting that lay beliefs of creativity and intelligence are meaningfully distinct. Meanwhile, Study 3 finds that incremental beliefs of creativity enhance creative problem-solving but not problem-solving more generally.
Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors – determining, in large part, whether creative potential will be supported (or suppressed). In short, classroom context matters. It is one thing to recognize that the classroom environment impacts the development of creative potential, it is quite another to understand just what it takes to develop an optimally supportive creative learning environment. This is because many of the features of optimal learning environments are quite subtle and even counterintuitive. In this paper, we discuss insights from the research on how teachers might establish a creativity-supportive learning environment in their classroom.
Background
There has been increasing interest in growth approaches to students' academic development, including value-added models, modelling of academic trajectories, growth motivation orientations, growth mindsets, and growth goals.AimsThis study sought to investigate the relationships between implicit theories about intelligence (incremental and entity theories) and growth (personal best, PB) goals - with particular interest in the ordering of factors across time.SampleThe study focused on longitudinal data of 969 Australian high school students.Method
The classic cross-lagged panel design (using structural equation modelling) was employed to shed light on the ordering of Time 1 growth goals, incremental theories, and entity theories relative to Time 2 (1 year later) growth goals, incremental theories, and entity theories.ResultsFindings showed that Time 1 growth goals predicted Time 2 incremental theories (positively) and entity theories (negatively); Time 1 entity and incremental theories negatively predicted Time 2 incremental and entity theories respectively; but, Time 1 incremental theories and entity theories did not predict growth goals at Time 2.Conclusion
This suggests that entity and incremental theories are negatively reciprocally related across time, but growth goals seem to be directionally salient over incremental and entity theories. Implications for promoting growth goals and growth mindsets are discussed.
Because challenges are ubiquitous, resilience is essential for success in school and in life. In this article we review research demonstrating the impact of students’ mindsets on their resilience in the face of academic and social challenges. We show that students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses. New research also shows that believing (or being taught) that social attributes can be developed can lower adolescents’ aggression and stress in response to peer victimization or exclusion, and result in enhanced school performance. We conclude by discussing why psychological interventions that change students’ mindsets are effective and what educators can do to foster these mindsets and create resilience in educational settings.
Adolescents face many academic and emotional challenges in middle school, but notable differences are evident in how well they adapt. What predicts adolescents' academic and emotional outcomes during this period? One important factor might be adolescents' implicit theories about whether intelligence and emotions can change. The current study examines how these theories affect academic and emotional outcomes. One hundred fifteen students completed surveys throughout middle school, and their grades and course selections were obtained from school records. Students who believed that intelligence could be developed earned higher grades and were more likely to move to advanced math courses over time. Students who believed that emotions could be controlled reported fewer depressive symptoms and, if they began middle school with lower well-being, were more likely to feel better over time. These findings illustrate the power of adolescents' implicit theories, suggesting exciting new pathways for intervention. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The main objective of the study presented in this article was to examine the relationship between trait curiosity and two self-concept constructs which are gaining popularity in the creativity literature - creative self-efficacy (CSE) and creative personal identity (CPI). Although the role of curiosity in creativity seems well established, in fact there is little empirical evidence of the relationship between curiosity treated as a trait and both CSE and CPI. In a study conducted on a sample of middle and high school Polish students (N = 284; 55% female, aged 13-18, M = 14.74, SD = 1.14), curiosity was measured by the Curiosity and Exploration Inventory (CEI-II; Kashdan, Gallagher, Silvia, Winterstein, Breen, Terhar, & Steger, 2009) and CSE and CPI by the Short Scale of Creative Self (SSCS; Karwowski, Lebuda, & Wiśniewska, in press). Confirmatory factor analysis revealed the existence of substantial correlations between measured constructs. Latent factor of CSE correlated strongly with a tendency to seek out new experiences (stretching, r =.72) and an acceptance of unpredictability (embracing, r =.67), while CPI correlated substantially with stretching (r =.62) and slightly less with embracing (r =.48) - all correlations were highly reliable (p <.001). Hierarchical confirmatory factor analysis showed the existence of a strong relationship between the higher-order factor of curiosity (composed of stretching and embracing) and creative self (composed of CSE and CPI): r =.75, which may indicate common basis of creativity and curiosity. The consequences of curiosity for the development of CSE and CPI are discussed.
Previous studies suggested that classroom goal structures play prominent roles in students’ learning processing and outcomes; however, little is known about the association between the classroom goal structures and creativity. This study aimed to determine whether – and how – the classroom goal structures could affect creativity. Specifically, we constructed a theoretical model consisting of the classroom goal structures, self-determination motivations, and creativity; further, we tested how well this model fits the observed data, and then we analyzed the association among these three variables. Data on these three variables were collected from 913 Taiwanese junior high school students (463 girls), and all of the testing instruments were within the mathematical field. We performed structural equation modeling to analyze the data. The results showed that the theoretical model was supported by the observed data, and that the model had satisfactory overall model fit and fit of the internal structure of the model. Firstly, we found that mastery-approach goal structure shaped individuals’ autonomous motivation and positively influenced their creativity. Secondly, performance-avoidance goal structure shaped individuals’ controlled motivation and had no effect on their creativity. Finally, mastery-avoidance and performance-approach classroom goal structures exerted a positive effect on divergent production – a specific type of creativity – only when they shaped individuals’ autonomous motivation. Thus, we propose that classroom goal structures can shape an individual's different types of self-determination motivation, thereby indirectly influence learners’ creativity. Additionally, mastery-approach is the classroom goal structure that exerted the greatest effect on creativity via autonomous motivation.
This simulation study compared maximum likelihood (ML) estimation with weighted least squares means and variance adjusted (WLSMV) estimation. The study was based on confirmatory factor analyses with 1, 2, 4, and 8 factors, based on 250, 500, 750, and 1,000 cases, and on 5, 10, 20, and 40 variables with 2, 3, 4, 5, and 6 categories. There was no model misspecification. The most important results were that with 2 and 3 categories the rejection rates of the WLSMV chi-square test corresponded much more to the expected rejection rates according to an alpha level of. 05 than the rejection rates of the ML chi-square test. The magnitude of the loadings was more precisely estimated by means of WLSMV when the variables had only 2 or 3 categories. The sample size for WLSMV estimation needed not to be larger than the sample size for ML estimation.
People’s beliefs concerning their abilities differ.
Incremental theorists believe their abilities (e.g.,
intelligence) are malleable; entity theorists believe their
abilities are fixed (Dweck in Mindset: the new psychology
of success. Random House, New York, 2007). On the basis
that incremental theorists should emphasize improving
their abilities for the future, whereas entity theorists should
emphasize demonstrating their abilities in the present
reality, we predicted that, when thinking about their
wishes, compared to entity theorists, incremental theorists
focus more toward the desired future than the present
reality. We assessed participants’ motivational focus using
a paradigm that differentiated how much they chose to
imagine the desired future versus the present reality
regarding an important wish (Kappes et al. in Emotion 11:
1206–1222, 2011). We found the predicted effect by
manipulating (Study 1) and measuring implicit theories
(Study 2), in the academic (Study 1) and in the sport
domain (Study 2).
The construct of creativity has a great deal to offer educational psychology. Creativity appears to be an important component of problem-solving and other cognitive abilities, healthy social and emotional well-being, and scholastic and adult success. Yet the study of creativity is not nearly as robust as one would expect, due in part to the preponderance of myths and stereotypes about creativity that collectively strangle most research efforts in this area. The root cause of these stereotypes is the lack of adequate precision in the definition of creativity. The body of the article is devoted to specific suggestions for conceptualizing and defining creativity to maximize its potential contributions to educational psychology.
A theoretical model linking achievement goals to discrete achievement emotions is proposed. The model posits relations between the goals of the trichotomous achievement goal framework and 8 commonly experienced achievement emotions organized in a 2 (activity/outcome focus) × 2 (positive/negative valence) taxonomy. Two prospective studies tested the model in German and American college classrooms. The results were largely in line with the hypotheses. Mastery goals were positive predictors of enjoyment of learning, hope, and pride and were negative predictors of boredom and anger. Performance-approach goals were positive predictors of pride, whereas performance-avoidance goals were positive predictors of anxiety, hopelessness, and shame. The results were consistent across studies and robust when controlled for gender, GPA, social desirability, temperament, and competence expectancy. The research is discussed with regard to the underdeveloped literature on achievement emotions and with regard to the motivation and emotion research domains more broadly. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article explores how micromoments of the classroom--brief, easy-to-miss interactions between teachers and students--can play a large role in determining whether students' creative potential is supported or undermined. One particular micromoment, which occurs when students' unexpected ideas are dismissed by teachers, is examined. Potential reasons why teachers might routinely dismiss student ideas, consequences of such dismissals for students, and considerations for addressing this problem are also discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In the present research, a 3 × 2 model of achievement goals is proposed and tested. The model is rooted in the definition and valence components of competence, and encompasses 6 goal constructs: task-approach, task-avoidance, self-approach, self-avoidance, other-approach, and other-avoidance. The results from 2 studies provided strong support for the proposed model, most notably the need to separate task-based and self-based goals. Studies 1 and 2 yielded data establishing the 3 × 2 structure of achievement goals, and Study 2 documented the antecedents and consequences of each of the goals in the 3 × 2 model. Terminological, conceptual, and applied issues pertaining to the 3 × 2 model are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research was designed to investigate the effects of organizational citizenship behaviors (OCBs) and objective sales productivity
on sales managers’ evaluations of their sales personnel’s performance and to examine whether the impact of OCBs on performance
evaluations is greater at higher levels of the sales organization hierarchy. Two samples were obtained from the same organization:
a sample of 987 multiline insurance agents and a sample of 161 agency managers. Objective measures of sales productivity were
obtained for both samples along with evaluations of three dimensions of OCBs and an assessment of overall performance. The
results indicate that managers’ evaluations are determined at least as much by OCBs as they are by objective measures of performance.
After partialing out common method variance, the results also indicate that OCBs account for a greater proportion of a sales
manager’s evaluation than of a sales representative’s evaluation. The implications of these findings are discussed.
This meta-analysis addresses whether achievement goal researchers are using different labels for the same constructs or putting the same labels on different constructs. We systematically examined whether conceptual and methodological differences in the measurement of achievement goals moderated achievement goal intercorrelations and relationships with outcomes. We reviewed 243 correlational studies of self-reported achievement goals comprising a total of 91,087 participants. The items used to measure achievement goals were coded as being goal relevant (future-focused, cognitively represented, competence-related end states that the individual approaches or avoids) and were categorized according to the different conceptual definitions found within the literature. The results indicated that achievement goal-outcome and goal-goal correlations differed significantly depending on the goal scale chosen, the individual items used to assess goal strivings, and sociodemographic characteristics of the sample under study. For example, performance-approach goal scales coded as having a majority of normatively referenced items had a positive correlation with performance outcomes (r = .14), whereas scales with a majority of appearance and evaluative items had a negative relationship (r = -.14). Mastery-approach goal scales that contained goal-relevant language were not significantly related to performance outcomes (r = .05), whereas those that did not contain goal-relevant language had a positive relationship with performance outcomes (r = .14). We concluded that achievement goal researchers are using the same label for conceptually different constructs. This discrepancy between conceptual and operational definitions and the absence of goal-relevant language in achievement goal measures may be preventing productive theory testing, research synthesis, and practical application.
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.
Two studies examined the role of task-, self-, and other-approach achievement goals, trait curiosity, and enjoyment as antecedents of creative self-efficacy and the influence of creative self-efficacy on grade point average and perceived performance/effort exerted among college business students from Mexico. To test our research hypotheses, we used Structural Equation Modeling treating the variables as latent. Results from study 1 showed that task/self-approach goal was a significant antecedent of creative self-efficacy and enjoyment a marginally significant antecedent. Results from study 2 showed a positive, significant influence of trait curiosity on creative self-efficacy. Similarly, creative self-efficacy had a positive, direct influence on perceived performance/effort exerted and an indirect influence on students' grade point average. The implications of our results were discussed.
Both sport and academic work play large roles in school life, yet there is little comparative evidence on the nature or generality of achievement motivation across these domains. In this study, beliefs about the causes of success in school and sport of 207 high school students were found to be related in a logical fashion to their personal goals. The ego-involved goal of superiority was associated with the belief that success requires high ability, whereas task orientation (the goal of gaining knowledge) was associated with beliefs that success requires interest, effort, and collaboration with peers. These goal-belief dimensions, or theories about success, cut across sport and schoolwork. However, little cross-domain generality was found for perceptions of ability and intrinsic satisfaction. Intrinsic satisfaction in sport primarily related to perceived ability in that setting. Task orientation, not perceived ability, was the major predictor of satisfaction in schoolwork.
Interest in the problem of method biases has a long history in the behavioral sciences. Despite this, a comprehensive summary of the potential sources of method biases and how to control for them does not exist. Therefore, the purpose of this article is to examine the extent to which method biases influence behavioral research results, identify potential sources of method biases, discuss the cognitive processes through which method biases influence responses to measures, evaluate the many different procedural and statistical techniques that can be used to control method biases, and provide recommendations for how to select appropriate procedural and statistical remedies for different types of research settings.
Consumers often encounter goods and services that provide cues to mark their progress. We define the term “goal progress cues” to reflect the diverse category of cues that highlight progress towards a goal. Across a series of three studies, we show that entity theorists, who rely on cues that highlight completion in order to signal their abilities to others, evaluate tasks that include these cues more favorably than those that lack these features. In contrast, incremental theorists, who focus on improving competence, are impacted only by progress cues that highlight learning. We demonstrate these findings across a variety of goal pursuit contexts that represent a mix of customer-centric (retail queues), service-oriented managerial (sales calls), and personal achievement consumer product (mazes) domains using both behavioral and self-reported measures. We conclude with a discussion about the theoretical and substantive implications of our findings.
In this target article, we present evidence for a new model of individual differences in judgments and reactions. The model holds that people's implicit theories about human attributes structure the way they understand and react to human actions and outcomes. We review research showing that when people believe that attributes (such as intelligence or moral character) are fixed, trait-like entities (an entity theory), they tend to understand outcomes and actions in terms of these fixed traits (''I failed the test because I am dumb'' or ''He stole the bread because he is dishonest''). In contrast, when people believe that attributes are more dynamic, malleable, and developable (an incremental theory), they tend refocus less on broad traits and, instead, tend to understand outcomes and actions in terms of more specific behavioral or psychological mediators (''I failed the test because of my effort or strategy'' or ''He stole the bread because he was desperate''). The two frameworks also appear to foster different reactions: helpless versus mastery-oriented responses to personal setbacks and an emphasis on retribution versus education or rehabilitation for transgressions. These findings are discussed in terms of their implications for personality, motivation, and social perception.
Achievement goal researchers and theorists have relied primarily on the distinction between performance goals and mastery goals in differentiating competence-based strivings. In this article, an argument is made for incorporating the distinction between approach and avoidance motivation into the performance-mastery dichotomy. Historical, theoretical, and empirical reasons for attending to the approach-avoidance distinction are offered, and a revised, trichotomous framework of achievement goals comprising mastery, performance-approach, and performance-avoidance goals is described and reviewed. This trichotomous framework is discussed in the broader context of a hierarchical model of achievement motivation that attends to the motivational foundation underlying achievement goals per se. Avenues for further theoretical development are also overviewed, including consideration of a mastery-avoidance goal construct.
The present investigation examined the influence of three antecedents (fear of failure, personal standards, and concern over mistakes) on achievement goals and also the influence of achievement goals on two affective outcomes (enjoyment and hope). Participants were 204 tennis players from Mexico. Structural Equation Modeling (SEM) was used to analyze the results. We found support for the role of fear of failure, personal standards, and concern over mistakes as antecedents of some achievement goals. Whereas mastery-approach had a significant influence on enjoyment and hope, performance-approach goals had a significant influence on hope only. The implications of the results are discussed.
Using recent research, I argue that beliefs lie at the heart of personality and adaptive functioning and that they give us unique insight into how personality and functioning can be changed. I focus on two classes of beliefs - beliefs about the malleability of self-attributes and expectations of social acceptance versus rejection - and show how modest interventions have brought about important real-world changes. I conclude by suggesting that beliefs are central to the way in which people package their experiences and carry them forward, and that beliefs should play a more central role in the study of personality.
This article describes the control-value theory of achievement emotions and its implications for educational research and practice. The theory provides an integrative framework for analyzing the antecedents and effects of emotions experienced in achievement and academic settings. It is based on the premise that appraisals of control and values are central to the arousal of achievement emotions, including activity-related emotions such as enjoyment, frustration, and boredom experienced at learning, as well as outcome emotions such as joy, hope, pride, anxiety, hopelessness, shame, and anger relating to success or failure. Corollaries of the theory pertain to the multiplicity and domain specificity of achievement emotions; to their more distal individual and social antecedents, their effects on engagement and achievement, and the reciprocal linkages between emotions, antecedents and effects; to the regulation and development of these emotions; and to their relative universality across genders and cultures. Implications addressed concern the conceptual integration of emotion, motivation, and cognition, and the need to advance mixed-method paradigms. In closing, implications for educational practice are discussed.
This study examined the effects of creativity training on creative self-efficacy. We developed a creativity course based on social cognitive theory. The course was conducted in two formats: a five-day course and a condensed one-day course. Samples consisted of students and municipality employees (five-day course), and special education teachers (one-day course). Students from a mathematics and statistics course constituted a control group. We measured creative self-efficacy before and after the intervention, and self-efficacy improved significantly for both the five-day and the one-day courses, while the control group showed no changes in creative self-efficacy. Self-efficacy levels increased significantly for both students and municipality employees. A follow-up assessment two months after completing the five-day course showed no decline in creative self-efficacy.
This study examined the effect of achievement goals and achievement emotions on sport satisfaction, performance and effort among competitive athletes. Participants were 200 athletes. Structural equation modeling was used to test the indirect effect of mastery-approach goals on satisfaction with sport experience and performance, the direct effect of mastery-approach goals on enjoyment and effort, the direct effect of performance-approach and performance-avoidance goals on performance, and the direct effect of mastery-avoidance goals on effort. Results showed a positive direct effect of mastery-approach goals on enjoyment and an indirect effect, through enjoyment, on satisfaction, performance, and effort. We did not find support for the hypothesized effect of performance-approach or performance-avoidance goals on performance. The applied implications of endorsing mastery-approach goals are discussed.
Despite the concern that has been expressed about potential method biases, and the pervasiveness of research settings with the potential to produce them, there is disagreement about whether they really are a problem for researchers in the behavioral sciences. Therefore, the purpose of this review is to explore the current state of knowledge about method biases. First, we explore the meaning of the terms "method" and "method bias" and then we examine whether method biases influence all measures equally. Next, we review the evidence of the effects that method biases have on individual measures and on the covariation between different constructs. Following this, we evaluate the procedural and statistical remedies that have been used to control method biases and provide recommendations for minimizing method bias.
Creativity in the classroom: The dark side
- A J Cropley
Cropley, A. J. (2008). Creativity in the classroom: The dark side. In D. H. Cropley, A. J. Cropley, J. C. Kaufman, & M. A. Runco (Eds.), The dark side of creativity
(pp. 297-315). New York: Cambridge.
The malleability of implicit beliefs of creativity and creative production
- M Makel
Makel, M. (2008). The malleability of implicit beliefs of creativity and creative production. Unpublished doctoral dissertation. Bloomington, IN: Indiana
University [Unpublished].
Creativity and intelligence
- R Sternberg
- L A Hara
Sternberg, R., & O'Hara, L. A. (1999). Creativity and intelligence. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 251-272). New York, NY: Cambridge.