Journal of Creative Behavior最新文献

There has been a notable number of respectable studies in mathematical creativity and its promotion in education with K-12 pupils. Nonetheless, when it comes to mathematics education in higher education, there is not a wide variety of studies. One can observe that the mathematics content in higher education is completely different from the K-12 level when it comes to its extent, the level of difficulty and complexity, and presentation. These differences, which may cause more inaccessibility of the content, often yield to monotone lecture-based teaching styles. This style limits creative thinking in students as it requires no additional deep thinking and work. Therefore, the aim of this study is to implement an instructional differentiation to enhance students' mathematical creativity and motivation toward math in higher education and to examine its effectiveness. To observe the impacts of instructional methods toward the improvement in mathematical creativity, the authors structured an activity-based course at a big R1 university in the United States. The participants filled out a self-assessment tool before and after the course regarding their attitude toward math and mathematical creativity. Moreover, the students provided response papers regarding their thoughts for the activity of each week. Quantitative data collected from the self-assessment tool indicated an improvement in the participants' attitude toward mathematics. With the qualitative data collected from the response papers, more comprehensive responses which demonstrate creative thinking in math were observed.

In this research, we explored how the two dimensions of creativity—novelty and utility—interact to influence employees' in-role performance. Drawing on flow theory, we hypothesize that the interaction between novelty and utility indirectly and positively affects in-role performance via flow. We also hypothesize that learning goal orientation moderates the relationship between flow and in-role performance. Using a multisource study and a multiwave time-lagged study, we found that both studies consistently showed that flow mediated the relationship between the interaction of novelty with utility and in-role performance. Novelty was more strongly related to flow when utility was higher, which in turn resulted in better in-role performance. Learning goal orientation attenuated the positive relationship between flow and in-role performance such that the relationship was weaker for employees with high (vs. low) learning goal orientation. The results also demonstrated the moderated mediation effects of creativity (i.e., novelty × utility) on in-role performance via flow contingent on learning goal orientation. We discuss the implications of these findings and future directions for research.

This study investigates the mechanisms and conditions through which coworker knowledge sharing influences employee creativity, grounded in the conservation of resources (COR) theory. Specifically, the study proposes that employee self-efficacy functions as a mediating mechanism in the relationship between coworker knowledge sharing and employee creativity, while job demands serve as a boundary condition for this indirect effect. To test these hypotheses, two studies were conducted in South Korea. Study 1 analyzed data from 198 supervisor–employee dyads within a state-owned enterprise, while Study 2 examined data from 241 dyads across six of the nation's largest private companies. Results indicate that coworker knowledge sharing significantly enhances employee creativity, with self-efficacy fully mediating this relationship. Furthermore, the findings reveal that job demands moderate both the effect of coworker knowledge sharing on employee self-efficacy and the indirect effect of coworker knowledge sharing on employee creativity via self-efficacy. The study discusses implications for both theory and practice.

Drawing on social exchange theory and social information processing theory, this study constructs a moderated chain mediation model to test the impact of leader affiliative humor on employees' bootleg innovation. Based on a sample of 264 employees from Chinese companies, this study used SPSS 26.0 and MPLUS 8.3 to examine the hypotheses. Empirical results demonstrate that (a) leader affiliative humor is directly and positively related to employees' bootleg innovation; (b) supervisor–subordinate affective guanxi and psychological safety serve as mediators between leader affiliative humor and employees' bootleg innovation; (c) supervisor–subordinate affective guanxi and psychological safety function as chained mediators between leader affiliative humor and employees' bootleg innovation; and (d) personal need for structure negatively moderates the effect of leader affiliative humor on supervisor–subordinate affective guanxi and psychological safety, and negatively moderates the mediating effect of supervisor–subordinate affective guanxi on the relationship between leader affiliative humor and employees' bootleg innovation.

Previous research has examined cross-cultural influences on creative performance. Findings of this line of inquiry are, however, not consistent. While some scholars suggest that individuals from Western cultures, who tend to apply context-independent thinking styles, produce more novel ideas given a cognitive task than individuals from Eastern cultures, who tend to apply context-dependent thinking styles, others do not find such differences. Our research attempts to explore this dilemma and identify conditions that drive cross-cultural differences in creativity. Overall, our findings suggest that cross-cultural differences in creativity exist, but they may be contingent on the nature of the cognitive tasks that may restrict individuals' cognitive flexibility. In particular, the current research shows that the more the cognitive tasks fit individual differences (context-independent vs. context-dependent thinking styles), the better the task performance.

Creative self-regulation (CSR) is important in facing the challenges and uncertainty of creative teaching and learning. Our understanding for how teachers develop creative self-regulation skills and knowledge for the classroom remains limited. This longitudinal case study begins to fill this gap with an in-depth investigation of one U.S. high school teachers' development and application of CSR in relationship to her creative agency in teaching. This study incorporated a variety of data sources to document and understand CSR development for the distinct challenges of creative teaching and facilitation of creative learning. Results indicated the teacher began with a more rigid and dysregulated CSR approach, which developed across 2 years of professional development into a flexible and experimental approach. The teacher demonstrated a strong creative agency and trust in her intuition by the end of the 2 years. Findings suggested the key CSR skills that catalyzed her approach included withholding judgment and releasing control to students. Future research on teachers' creative development and CSR for the classroom can investigate these characteristics further. Results also reinforced the important connection between CSR development and the beliefs, values, and attitudes that formed the teachers' creative agency—another area for future research.