首页 > 最新文献

Journal of Creative Behavior最新文献

英文 中文
The Overlooking of Subtractive Changes: Replication and Extension to Stronger Cues and Social Norms
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.1535
Adrien Alejandro Fillon, Fabien Girandola, Nathalie Bonnardel, Lionel Souchet

People systematically overlook subtractive changes and favor additive ones when reporting new ideas. In a first preregistered experiment conducted via the Prolific platform among French adults (N = 477), we replicated experiments 2, 3, and 4 in Adams et al.'s study. We replicated the overlooking of subtraction, as participants reported 1155 additive ideas and only 297 subtractive ideas. Cueing participants (“Remember that you can add things or take them away”) increased the percentage of participants who reported at least one subtractive idea (overall OR = 2.52, improvement condition, ϕ = 0.18, make it worse condition, ϕ = 0.24). In a second experiment conducted to test how the framing of the cue influences the overlook, participants reported more subtractive ideas when they read a subtract-only cue (“remember that you can take things away”), than with a subtract-then-add cue. Results therefore provided empirical support for the overlooking of subtractive changes hypothesis, mitigated by a cue. We also found that norms affected the report of new ideas (descriptive OR = 7.49, injunctive OR = 6.86). Cues and injunctive (but not descriptive) norms were both related to the asymmetry.

{"title":"The Overlooking of Subtractive Changes: Replication and Extension to Stronger Cues and Social Norms","authors":"Adrien Alejandro Fillon,&nbsp;Fabien Girandola,&nbsp;Nathalie Bonnardel,&nbsp;Lionel Souchet","doi":"10.1002/jocb.1535","DOIUrl":"https://doi.org/10.1002/jocb.1535","url":null,"abstract":"<div>\u0000 \u0000 <p>People systematically overlook subtractive changes and favor additive ones when reporting new ideas. In a first preregistered experiment conducted via the Prolific platform among French adults (<i>N</i> = 477), we replicated experiments 2, 3, and 4 in Adams et al.'s study. We replicated the overlooking of subtraction, as participants reported 1155 additive ideas and only 297 subtractive ideas. Cueing participants (“Remember that you can add things or take them away”) increased the percentage of participants who reported at least one subtractive idea (overall OR = 2.52, improvement condition, <i>ϕ</i> = 0.18, make it worse condition, <i>ϕ</i> = 0.24). In a second experiment conducted to test how the framing of the cue influences the overlook, participants reported more subtractive ideas when they read a subtract-only cue (“remember that you can take things away”), than with a subtract-then-add cue. Results therefore provided empirical support for the overlooking of subtractive changes hypothesis, mitigated by a cue. We also found that norms affected the report of new ideas (descriptive OR = 7.49, injunctive OR = 6.86). Cues and injunctive (but not descriptive) norms were both related to the asymmetry.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Two's Company: How Academic Diversity in Dyads Enhances Divergent Thinking
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.1539
Xiaochen Liu, Gregory T. Boldt, Donald J. Leu, James C. Kaufman

Group diversity is an active topic in research as studies examine how differences in background, culture, job position, gender, and ethnicity can all impact group creativity. One relatively overlooked component is how diversity in academic knowledge affects group and individual creativity. In this study, 56 graduate students from a research university in the United States were paired into a dyad with another academically similar or diverse student. They then took the Alternate Uses Test (AUT) alone, as a team, and then alone again. The AUT was used to obtain three divergent thinking scores—fluency, flexibility, and originality. The scores were analyzed to determine if graduate students in academically diverse dyads worked better together (and, subsequently, alone) compared to academically similar dyads. The results showed that academically diverse dyads had significantly higher scores on originality for both increases in individual task scores and the team creativity task, as well as higher fluency scores compared to academically similar dyads. In addition, the results suggest that academically similar and diverse dyads demonstrate varying patterns of fluency and originality scores over time. Results indicated that embracing academic diversity can lead to both dyads and, subsequently, individuals being more productive in generating novel ideas.

{"title":"Two's Company: How Academic Diversity in Dyads Enhances Divergent Thinking","authors":"Xiaochen Liu,&nbsp;Gregory T. Boldt,&nbsp;Donald J. Leu,&nbsp;James C. Kaufman","doi":"10.1002/jocb.1539","DOIUrl":"https://doi.org/10.1002/jocb.1539","url":null,"abstract":"<div>\u0000 \u0000 <p>Group diversity is an active topic in research as studies examine how differences in background, culture, job position, gender, and ethnicity can all impact group creativity. One relatively overlooked component is how diversity in academic knowledge affects group and individual creativity. In this study, 56 graduate students from a research university in the United States were paired into a dyad with another academically similar or diverse student. They then took the Alternate Uses Test (AUT) alone, as a team, and then alone again. The AUT was used to obtain three divergent thinking scores—fluency, flexibility, and originality. The scores were analyzed to determine if graduate students in academically diverse dyads worked better together (and, subsequently, alone) compared to academically similar dyads. The results showed that academically diverse dyads had significantly higher scores on originality for both increases in individual task scores and the team creativity task, as well as higher fluency scores compared to academically similar dyads. In addition, the results suggest that academically similar and diverse dyads demonstrate varying patterns of fluency and originality scores over time. Results indicated that embracing academic diversity can lead to both dyads and, subsequently, individuals being more productive in generating novel ideas.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Products of the Process: Toward Exploring and Expanding the Benefits of Being Creative
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.70006
James C. Kaufman, Vlad P. Glăveanu

The traditionally studied positive outcomes of creativity tend to be product-focused, such as Big-C contributions, good grades, or strong work performance. This paper makes an argument for the importance of less-discussed products of the process—the benefits that arise from being creative, regardless of one's abilities or level of achievement. These positive outcomes are more tied to such meaning-related concepts as self-understanding, feeling one's life is significant and worth living, and gaining both short-term and long-term purposes. In highlighting these potential consequences of being creative, we get to question clear separations between processes and products in the field of creativity studies and show that engaging in the creative process itself “produces” experiences that are less tangible or even noticeable but by no means unimportant.

{"title":"The Products of the Process: Toward Exploring and Expanding the Benefits of Being Creative","authors":"James C. Kaufman,&nbsp;Vlad P. Glăveanu","doi":"10.1002/jocb.70006","DOIUrl":"https://doi.org/10.1002/jocb.70006","url":null,"abstract":"<div>\u0000 \u0000 <p>The traditionally studied positive outcomes of creativity tend to be product-focused, such as Big-C contributions, good grades, or strong work performance. This paper makes an argument for the importance of less-discussed products of the process—the benefits that arise from being creative, regardless of one's abilities or level of achievement. These positive outcomes are more tied to such meaning-related concepts as self-understanding, feeling one's life is significant and worth living, and gaining both short-term and long-term purposes. In highlighting these potential consequences of being creative, we get to question clear separations between processes and products in the field of creativity studies and show that engaging in the creative process itself “produces” experiences that are less tangible or even noticeable but by no means unimportant.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Fostering Creativity Through Game-Based Approaches: A Scoping Review
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.1536
Zhitian Skylor Zhang, Martina Seemann, Richard Joos, Markus Suren, Helge Fischer, Mathias Hofmann

Given the increasing emphasis on game-based approaches (GBAs) and the critical importance of cultivating creativity, there is an urgent need for a comprehensive examination of this emerging interdisciplinary field. The present study employs a scoping review methodology to provide an overview of the existing research that utilized GBAs as a means to foster creativity. Specifically, this article presents a scoping review of 61 studies published between 2000 and 2022 in English focusing on the use of GBAs to enhance creativity across various contexts. The results indicate an increasing trend in publications over the past two decades, with research clusters predominantly located in the United States, Taiwan, and Spain. Target groups primarily studied include adults in higher education, followed by children in K-12 settings, with the majority of studies conducted within classroom environments. A diverse array of GBAs have been employed in these studies, including video games, game-based learning, gamification, serious games, escape rooms, board games, and more, across both digital and non-digital media. These approaches were either developed by the researchers themselves or utilized pre-existing ones. Furthermore, GBAs have been found to foster various aspects of creativity, including creative thinking and problem-solving, flow and mastery experience, various aspects of the creative self, among others, pertaining to cognitive, motivational, affective, and sociocultural foundations. As such, this scoping review acts as a stimulus for ongoing research and refinement of game-based approaches aimed at enhancing creativity within both research and practical domains.

{"title":"Fostering Creativity Through Game-Based Approaches: A Scoping Review","authors":"Zhitian Skylor Zhang,&nbsp;Martina Seemann,&nbsp;Richard Joos,&nbsp;Markus Suren,&nbsp;Helge Fischer,&nbsp;Mathias Hofmann","doi":"10.1002/jocb.1536","DOIUrl":"https://doi.org/10.1002/jocb.1536","url":null,"abstract":"<p>Given the increasing emphasis on game-based approaches (GBAs) and the critical importance of cultivating creativity, there is an urgent need for a comprehensive examination of this emerging interdisciplinary field. The present study employs a scoping review methodology to provide an overview of the existing research that utilized GBAs as a means to foster creativity. Specifically, this article presents a scoping review of 61 studies published between 2000 and 2022 in English focusing on the use of GBAs to enhance creativity across various contexts. The results indicate an increasing trend in publications over the past two decades, with research clusters predominantly located in the United States, Taiwan, and Spain. Target groups primarily studied include adults in higher education, followed by children in K-12 settings, with the majority of studies conducted within classroom environments. A diverse array of GBAs have been employed in these studies, including video games, game-based learning, gamification, serious games, escape rooms, board games, and more, across both digital and non-digital media. These approaches were either developed by the researchers themselves or utilized pre-existing ones. Furthermore, GBAs have been found to foster various aspects of creativity, including creative thinking and problem-solving, flow and mastery experience, various aspects of the creative self, among others, pertaining to cognitive, motivational, affective, and sociocultural foundations. As such, this scoping review acts as a stimulus for ongoing research and refinement of game-based approaches aimed at enhancing creativity within both research and practical domains.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.1536","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The ACT-ON Ideas Framework: A Contingency Perspective on Creative Self-Regulation
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.1537
Tin L. Nguyen, Rohan Prabhu

Creative action is idiosyncratic. Not only do creators differ in their approaches to creative work, but creative endeavors differ in complexity, scale, and level of difficulty, meaning that the self-regulation strategies people use to manage themselves and their ideas from creative ideation to implementation may differ. More specifically, the work that people devote to creative self-regulation is determined by the demands inherent to certain forms of creative activity and people's capacities to control their thoughts, emotions, and behaviors to meet those demands. Yet, current theoretical frameworks of creative self-regulation have not explicitly delineated the role of self-regulatory determinants and contingencies that make it easier or more challenging for people to actualize their ideas. To that end, we present the Actualization Contingencies and Tendencies for Operable New Ideas (ACT-ON Ideas) framework, which outlines the factors that influence the self-regulatory demands imposed by creative work, as well as people's propensities to enact certain self-regulation strategies during idea implementation. We argue that people's self-regulatory activities are influenced by (a) external contingencies such as idea qualities, task demands, and the environment, as well as (b) people's internal tendencies such as their dispositions, metacognitive abilities, self-beliefs, and behavioral inertia from previous efforts in the creative process.

{"title":"The ACT-ON Ideas Framework: A Contingency Perspective on Creative Self-Regulation","authors":"Tin L. Nguyen,&nbsp;Rohan Prabhu","doi":"10.1002/jocb.1537","DOIUrl":"https://doi.org/10.1002/jocb.1537","url":null,"abstract":"<p>Creative action is idiosyncratic. Not only do <i>creators</i> differ in their approaches to creative work, but <i>creative endeavors</i> differ in complexity, scale, and level of difficulty, meaning that the self-regulation strategies people use to manage themselves and their ideas from creative ideation to implementation may differ. More specifically, the work that people devote to creative self-regulation is determined by the demands inherent to certain forms of creative activity and people's capacities to control their thoughts, emotions, and behaviors to meet those demands. Yet, current theoretical frameworks of creative self-regulation have not explicitly delineated the role of self-regulatory determinants and contingencies that make it easier or more challenging for people to actualize their ideas. To that end, we present the Actualization Contingencies and Tendencies for Operable New Ideas (ACT-ON Ideas) framework, which outlines the factors that influence the self-regulatory demands imposed by creative work, as well as people's propensities to enact certain self-regulation strategies during idea implementation. We argue that people's self-regulatory activities are influenced by (a) external contingencies such as idea qualities, task demands, and the environment, as well as (b) people's internal tendencies such as their dispositions, metacognitive abilities, self-beliefs, and behavioral inertia from previous efforts in the creative process.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.1537","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
From Creative Performance Pressure to Deviance: Understanding the Role of Moral Disengagement and Supervisor Bottom Line Mentality
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.1538
Imran Hameed, Faisal Qadeer, Kanwal Zahoor, Irfan Hameed, Mumtaz Ali Memon

This study argues that many renowned organizations depend on their employees' creativity for top industry performance and meeting customer expectations in the current business era of hyper-competition. This study aims to understand the dark side of creative performance pressure (CPP) in the workplace through the lens of moral disengagement theory (MDT). We specifically argue that CPP results in organizational deviance (discretionary behavior that violates organizational norms and threatens the well-being of an organization, its members, or both). Further, we have identified employee moral disengagement (the ability to separate oneself morally from a wrong behavior by cognitively altering the perception of the situation and, therefore, not feeling negative about it) as an underlying mechanism of CPP—organizational deviance relationship and supervisor bottom-line mentality as the boundary condition of this mediated relationship. The data for the study were collected using a self-administered questionnaire through a time-lagged design from full-time employees working in the IT industry in Pakistan. A total of 254 completed responses were used to test the model through confirmatory factor analysis (in AMOS 23) and SPSS Process Macro. The results of the analysis supported the theoretical arguments of MDT and the existing evidence. The results highlighted that CPP leads employees toward organizational deviance through the underlying psychological mechanism of moral disengagement, and this impact is further enhanced in the presence of supervisors who are high in bottom-line mentality. The study makes significant theoretical contributions and suggests policy implications for organizations related to the code of ethics, incentivizing ethical behavior, and open communication.

{"title":"From Creative Performance Pressure to Deviance: Understanding the Role of Moral Disengagement and Supervisor Bottom Line Mentality","authors":"Imran Hameed,&nbsp;Faisal Qadeer,&nbsp;Kanwal Zahoor,&nbsp;Irfan Hameed,&nbsp;Mumtaz Ali Memon","doi":"10.1002/jocb.1538","DOIUrl":"https://doi.org/10.1002/jocb.1538","url":null,"abstract":"<div>\u0000 \u0000 <p>This study argues that many renowned organizations depend on their employees' creativity for top industry performance and meeting customer expectations in the current business era of hyper-competition. This study aims to understand the dark side of creative performance pressure (CPP) in the workplace through the lens of moral disengagement theory (MDT). We specifically argue that CPP results in organizational deviance (discretionary behavior that violates organizational norms and threatens the well-being of an organization, its members, or both). Further, we have identified employee moral disengagement (the ability to separate oneself morally from a wrong behavior by cognitively altering the perception of the situation and, therefore, not feeling negative about it) as an underlying mechanism of CPP—organizational deviance relationship and supervisor bottom-line mentality as the boundary condition of this mediated relationship. The data for the study were collected using a self-administered questionnaire through a time-lagged design from full-time employees working in the IT industry in Pakistan. A total of 254 completed responses were used to test the model through confirmatory factor analysis (in AMOS 23) and SPSS Process Macro. The results of the analysis supported the theoretical arguments of MDT and the existing evidence. The results highlighted that CPP leads employees toward organizational deviance through the underlying psychological mechanism of moral disengagement, and this impact is further enhanced in the presence of supervisors who are high in bottom-line mentality. The study makes significant theoretical contributions and suggests policy implications for organizations related to the code of ethics, incentivizing ethical behavior, and open communication.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Make or Break? How Positive and Negative Family Experiences Affect Workplace Creativity: The Role of Energy and Mindfulness
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2025-02-24 DOI: 10.1002/jocb.70002
Hui He, Lu Zhao, Beini Liu

Employee creativity is pivotal for organizational innovation, yet studies to date have primarily focused on the impact of individual and work-related characteristics on creativity while neglecting the influence of family factors. Drawing on the work-home resources (W-HR) model, this study aims to explore how positive family experiences such as spousal positive affect and negative experiences such as housework could potentially boost or impede work creativity. Using a multi-wave, multisource survey design, data were collected from 238 employee–spouse–supervisor triads. The findings revealed that spousal positive affect fosters employee work creativity by augmenting energy, whereas housework diminishes work creativity by draining energy. In addition, employee mindfulness enhances the pathway through which spousal positive affect increases work creativity via energy but mitigates the pathway through which housework reduces work creativity. This study enriches our understanding of the crossover impacts of family on work, highlighting the significant role that family factors play in influencing work creativity.

{"title":"Make or Break? How Positive and Negative Family Experiences Affect Workplace Creativity: The Role of Energy and Mindfulness","authors":"Hui He,&nbsp;Lu Zhao,&nbsp;Beini Liu","doi":"10.1002/jocb.70002","DOIUrl":"https://doi.org/10.1002/jocb.70002","url":null,"abstract":"<div>\u0000 \u0000 <p>Employee creativity is pivotal for organizational innovation, yet studies to date have primarily focused on the impact of individual and work-related characteristics on creativity while neglecting the influence of family factors. Drawing on the work-home resources (W-HR) model, this study aims to explore how positive family experiences such as spousal positive affect and negative experiences such as housework could potentially boost or impede work creativity. Using a multi-wave, multisource survey design, data were collected from 238 employee–spouse–supervisor triads. The findings revealed that spousal positive affect fosters employee work creativity by augmenting energy, whereas housework diminishes work creativity by draining energy. In addition, employee mindfulness enhances the pathway through which spousal positive affect increases work creativity via energy but mitigates the pathway through which housework reduces work creativity. This study enriches our understanding of the crossover impacts of family on work, highlighting the significant role that family factors play in influencing work creativity.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Are Bilinguals More Creative Than Monolinguals? A Meta-Analysis
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-12-10 DOI: 10.1002/jocb.1521
Selcuk Acar, Bhoj Balayar, Hatice Nur Ozcelik, Anatoliy V. Kharkhurin

This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio-cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantitative data to understand the direction and strength of this relationship. Additionally, identifying factors contributing to inconsistent outcomes is crucial. Thus, we estimated the mean effects and examined various potential sources of variation, including study and participant characteristics, as well as measurement and bilingualism-related factors, to shed light into the heterogeneity. Addressing these objectives, we analyzed 312 effect sizes from 39 studies (N = 4,917) and found a mean effect size of Pearson r = .181, 95% CI [.096, .263]. This finding shows that bilinguals are overall more creative than monolinguals. Furthermore, a significant difference was observed in the mean effects between test modality categories, with studies using numerical modality reporting significantly larger effect sizes compared to those using action/movement modality. We discuss the findings with research and practical implications.

{"title":"Are Bilinguals More Creative Than Monolinguals? A Meta-Analysis","authors":"Selcuk Acar,&nbsp;Bhoj Balayar,&nbsp;Hatice Nur Ozcelik,&nbsp;Anatoliy V. Kharkhurin","doi":"10.1002/jocb.1521","DOIUrl":"https://doi.org/10.1002/jocb.1521","url":null,"abstract":"<div>\u0000 \u0000 <p>This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio-cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantitative data to understand the direction and strength of this relationship. Additionally, identifying factors contributing to inconsistent outcomes is crucial. Thus, we estimated the mean effects and examined various potential sources of variation, including study and participant characteristics, as well as measurement and bilingualism-related factors, to shed light into the heterogeneity. Addressing these objectives, we analyzed 312 effect sizes from 39 studies (<i>N</i> = 4,917) and found a mean effect size of Pearson <i>r</i> = .181, 95% CI [.096, .263]. This finding shows that bilinguals are overall more creative than monolinguals. Furthermore, a significant difference was observed in the mean effects between test modality categories, with studies using numerical modality reporting significantly larger effect sizes compared to those using action/movement modality. We discuss the findings with research and practical implications.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 4","pages":"755-776"},"PeriodicalIF":2.8,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Building Narratives Through Empathy: The Role of Empathy Mechanisms and Associative Thinking in Creative Writing
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-11-08 DOI: 10.1002/jocb.1516
Dominik Golab, Baptiste Barbot

Empathy emerges as a pivotal skill in creative writing, yet previous studies lack an understanding of empathy's multidimensionality and specific impact of its facets on the capacity to generate narrative stories. This cross-sectional study delved into the various cognitive and affective empathy facets—that is, perspective-taking, online simulation, emotion contagion, proximal responsivity, and peripheral responsivity—and their contributions to creative writing. Further, it examined the mediating effects of associative thinking—conceptualized as a common empathy-creativity resource—on the relationship between empathy facets and creative writing. Two-hundred twenty participants (university students) completed performance-based tasks and self-report measures of creative writing, associative thinking, and empathy. A latent mediation model implemented in Structural Equation Modeling indicated two effects of empathy facets on creative writing, with perspective-taking emerging as a positive predictor. Additionally, peripheral responsivity (i.e., affect sharing in indirect contexts) exhibited an indirect positive influence on creative writing, mediated by associative thinking. In summary, associative thinking appears to be an important ingredient in both empathy and creative writing, while cognitive empathy, specifically intuitive perspective-taking, contributes significantly to creative writing skills. Future studies should further explore these connections and their causalities, possibly using experimental or longitudinal approaches.

{"title":"Building Narratives Through Empathy: The Role of Empathy Mechanisms and Associative Thinking in Creative Writing","authors":"Dominik Golab,&nbsp;Baptiste Barbot","doi":"10.1002/jocb.1516","DOIUrl":"https://doi.org/10.1002/jocb.1516","url":null,"abstract":"<div>\u0000 \u0000 <p>Empathy emerges as a pivotal skill in creative writing, yet previous studies lack an understanding of empathy's multidimensionality and specific impact of its facets on the capacity to generate narrative stories. This cross-sectional study delved into the various cognitive and affective empathy facets—that is, perspective-taking, online simulation, emotion contagion, proximal responsivity, and peripheral responsivity—and their contributions to creative writing. Further, it examined the mediating effects of associative thinking—conceptualized as a common empathy-creativity resource—on the relationship between empathy facets and creative writing. Two-hundred twenty participants (university students) completed performance-based tasks and self-report measures of creative writing, associative thinking, and empathy. A latent mediation model implemented in Structural Equation Modeling indicated two effects of empathy facets on creative writing, with perspective-taking emerging as a positive predictor. Additionally, peripheral responsivity (i.e., affect sharing in indirect contexts) exhibited an indirect positive influence on creative writing, mediated by associative thinking. In summary, associative thinking appears to be an important ingredient in both empathy and creative writing, while cognitive empathy, specifically intuitive perspective-taking, contributes significantly to creative writing skills. Future studies should further explore these connections and their causalities, possibly using experimental or longitudinal approaches.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 4","pages":"739-754"},"PeriodicalIF":2.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
School Culture's Openness to Creative Solutions and Teachers' Inquiry-Based Teaching: A Multinational Study of Asian and European Countries
IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL Pub Date : 2024-11-08 DOI: 10.1002/jocb.1515
Ju-Hui Wei, Hsueh-Hua Chuang, Thomas J. Smith

Previous research suggests that teachers' adoption of inquiry-based teaching is influenced by school culture's openness to creative solutions, with teachers' self-efficacy in inquiry-based teaching acting as a mediator. However, considering the potential impact of local educational and socio-cultural context on teachers' behavior, findings from one country may not readily generalize to another. For example, in regions with limited exposure and resources for inquiry-based teaching, self-efficacy may play a more prominent mediating role. Therefore, examining the comparative relationship between school culture's openness to creative solutions and teaching practices in Asian and European countries is worthwhile. This multinational study employed data from 23 Asian and European countries to scrutinize the connection between school culture's openness to creative solutions and inquiry-based teaching, with teachers' self-efficacy in inquiry-based teaching as the mediating factor. The results extended the findings of a previous single-country investigation and provided evidence supporting an indirect effect of school culture's openness to creative solutions on inquiry-based teaching as mediated by teacher self-efficacy across all 23 countries. Furthermore, it revealed stronger effects in Asian countries compared to their European counterparts.

{"title":"School Culture's Openness to Creative Solutions and Teachers' Inquiry-Based Teaching: A Multinational Study of Asian and European Countries","authors":"Ju-Hui Wei,&nbsp;Hsueh-Hua Chuang,&nbsp;Thomas J. Smith","doi":"10.1002/jocb.1515","DOIUrl":"https://doi.org/10.1002/jocb.1515","url":null,"abstract":"<div>\u0000 \u0000 <p>Previous research suggests that teachers' adoption of inquiry-based teaching is influenced by school culture's openness to creative solutions, with teachers' self-efficacy in inquiry-based teaching acting as a mediator. However, considering the potential impact of local educational and socio-cultural context on teachers' behavior, findings from one country may not readily generalize to another. For example, in regions with limited exposure and resources for inquiry-based teaching, self-efficacy may play a more prominent mediating role. Therefore, examining the comparative relationship between school culture's openness to creative solutions and teaching practices in Asian and European countries is worthwhile. This multinational study employed data from 23 Asian and European countries to scrutinize the connection between school culture's openness to creative solutions and inquiry-based teaching, with teachers' self-efficacy in inquiry-based teaching as the mediating factor. The results extended the findings of a previous single-country investigation and provided evidence supporting an indirect effect of school culture's openness to creative solutions on inquiry-based teaching as mediated by teacher self-efficacy across all 23 countries. Furthermore, it revealed stronger effects in Asian countries compared to their European counterparts.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"58 4","pages":"710-721"},"PeriodicalIF":2.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143248988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
期刊
Journal of Creative Behavior
全部 Acc. Chem. Res. ACS Applied Bio Materials ACS Appl. Electron. Mater. ACS Appl. Energy Mater. ACS Appl. Mater. Interfaces ACS Appl. Nano Mater. ACS Appl. Polym. Mater. ACS BIOMATER-SCI ENG ACS Catal. ACS Cent. Sci. ACS Chem. Biol. ACS Chemical Health & Safety ACS Chem. Neurosci. ACS Comb. Sci. ACS Earth Space Chem. ACS Energy Lett. ACS Infect. Dis. ACS Macro Lett. ACS Mater. Lett. ACS Med. Chem. Lett. ACS Nano ACS Omega ACS Photonics ACS Sens. ACS Sustainable Chem. Eng. ACS Synth. Biol. Anal. Chem. BIOCHEMISTRY-US Bioconjugate Chem. BIOMACROMOLECULES Chem. Res. Toxicol. Chem. Rev. Chem. Mater. CRYST GROWTH DES ENERG FUEL Environ. Sci. Technol. Environ. Sci. Technol. Lett. Eur. J. Inorg. Chem. IND ENG CHEM RES Inorg. Chem. J. Agric. Food. Chem. J. Chem. Eng. Data J. Chem. Educ. J. Chem. Inf. Model. J. Chem. Theory Comput. J. Med. Chem. J. Nat. Prod. J PROTEOME RES J. Am. Chem. Soc. LANGMUIR MACROMOLECULES Mol. Pharmaceutics Nano Lett. Org. Lett. ORG PROCESS RES DEV ORGANOMETALLICS J. Org. Chem. J. Phys. Chem. J. Phys. Chem. A J. Phys. Chem. B J. Phys. Chem. C J. Phys. Chem. Lett. Analyst Anal. Methods Biomater. Sci. Catal. Sci. Technol. Chem. Commun. Chem. Soc. Rev. CHEM EDUC RES PRACT CRYSTENGCOMM Dalton Trans. Energy Environ. Sci. ENVIRON SCI-NANO ENVIRON SCI-PROC IMP ENVIRON SCI-WAT RES Faraday Discuss. Food Funct. Green Chem. Inorg. Chem. Front. Integr. Biol. J. Anal. At. Spectrom. J. Mater. Chem. A J. Mater. Chem. B J. Mater. Chem. C Lab Chip Mater. Chem. Front. Mater. Horiz. MEDCHEMCOMM Metallomics Mol. Biosyst. Mol. Syst. Des. Eng. Nanoscale Nanoscale Horiz. Nat. Prod. Rep. New J. Chem. Org. Biomol. Chem. Org. Chem. Front. PHOTOCH PHOTOBIO SCI PCCP Polym. Chem.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1