Journal of Creative Behavior最新文献

Examining cognitive dynamics in the creative process is crucial for advancing creative theories and creativity education but has been historically understudied due to the technical challenges in collecting fine-grained data underlying cognitive processes. The PISA 2022 Creative Thinking assessment has the potential to address this limitation by offering rich, technology-based process data that capture cognitive and affective dynamics. To explore this potential, we outlined key topics and theoretical foundations in creativity research related to process data, followed by an illustrative example demonstrating how process data can illuminate creative thinking processes simply using descriptive statistics of released items. Furthermore, we delineated model-based approaches, including data mining techniques and extended item response theory models, to uncover various behavioral patterns in creative thinking through integrating process data and item responses together. While PISA 2022 process data provide valuable insights into creative thinking, strong theoretical support is recommended to compute new variables from original process data metrics and choose appropriate statistical methodologies for nuanced and valid interpretations. We further discussed challenges and recommendations for utilizing the PISA 2022 CT process data.

For the first time in 2022, PISA (Programme for International Student Assessment) assessed creative thinking skills among 15-year-old students in 64 countries. The inclusion of measures assessing the generation and evaluation of new and diverse ideas is a welcome step, especially as PISA also includes data on academic performance. Early results from descriptive analysis indicate that girls outperform boys in creative thinking, and better socioeconomic conditions foster improved creative output. This commentary will examine whether these findings from PISA can be generalized to a broader set of countries, relying on cultural differences in creativity as well as education systems. This is to mitigate against the dangers of overgeneralizing or overinterpreting PISA creativity, resulting in the absence of context awareness. Specifically, we will discuss (a) how the characteristics of PISA nations may be systematically different from non-participating nations, along Hofstede's cultural dimensions or cultural distance metrics, (b) how PISA results can be merged with other existing country-level datasets to enrich interpretations, (c) implications of broad PISA results against the background of national-level metrics like gender gap or human development indices, and (d) future directions for valuable large-scale datasets such as PISA.

The OECD's PISA Creative Thinking (CT) Assessment, introduced as part of the PISA framework in 2022, marks a significant advancement in recognizing creativity as an essential skill for the 21st century. However, as with all new initiatives, a review of the PISA CT 2022 highlights certain limitations that could benefit from refinement in future iterations of the battery to achieve a more comprehensive and ecologically valid understanding of adolescent creative thinking. In this commentary, we argue for an expansion of the PISA CT's focus to include assessment of everyday creativity (EC), which reflects the practical and contextual realities of contemporary life.

Naseer et al. paper provided interesting data suggesting that workaholism fosters employees' creativity and argued for a more balanced perspective to the dominant negative view of workaholics. We draw attention to several issues with the used design, findings, conclusions, and alternative explanations for the gathered data in the light of considerable developments in workaholism literature over the last decade: (i) workaholism/work addiction refers to a phenomenon conceptualized as an addictive disorder with well-established associations with a broad range of harm, (ii) it is comorbid with various psychopathologies, substance use and dependence, (iii) mental health problems and addictions are associated with creativity, (iv) however, these links are complex and often unclear, (v) work for some individuals is hypothesized to fulfill similar functions as stimulant drugs such as amphetamines, (vi) the initial studies support the mechanism of transition from healthy work engagement to workaholism via absorption phenomenologically indistinguishable from stimulant-induced “high.” We align with the proposition to develop a balanced view of workaholism, and we advocate for a nuanced framework that considers the complex cost/benefits ratios between short and long-term harms and potential gains. Both should be carefully investigated with robust methodologies allowing for evidence-based and informed decisions.

This study investigates the impact of perceived work-related diversity on two virtual idea-generation methods (video-based oral brainstorming and virtual brainwriting) on the innovative process during both the idea-generation and selection phases. A total of 157 working students were randomly assigned to 57 small groups to complete brainstorming and idea-selection tasks. Each group worked either via synchronous virtual brainwriting or video-based oral brainstorming and was primed to view their group as functionally diverse or functionally homogeneous. Groups in the virtual brainwriting condition generated significantly more ideas, more original ideas, a higher proportion of good-quality ideas, and greater elaboration than video-based groups. During the idea-selection task, brainwriting groups chose ideas of higher originality, whereas video-based groups favored more feasible ideas. Perceived functional diversity was associated with lower originality during idea generation but higher originality during the selection task compared to homogeneous groups. These findings have implications for enhancing innovation and productivity in virtual workspaces, offering insights for organizations and educational environments seeking to optimize collaboration in digital settings.