ABSTRACT This study marks a resting point within ongoing explorations of creativity, transdisciplinarity, materiality, and spatiality in Higher Education (HE) pedagogy. It interrogates how different materialities and spatialities shape learning to re‐create practices to better respond to societal challenges. This is situated within an imperative to move away from Western‐dominated approaches to pedagogy and research, where “Western” is characterized as onto‐epistemological rather than place‐based. The study draws on postqualitative enquiry into two creative, transdisciplinary HE courses, which entwined the arts, sciences, and entrepreneurship to facilitate responses to societal problems. Framed using posthumanizing creativity, the research aims to decenter the human and posit creativity as a dialogic, intra‐active process with the capacity to change education from within. A postqualitative approach works through three data diffractions. The first two involve glow moments used for collaging, cut through with theory. The third diffraction involves glow moments from which a short dance film was created. The study aims to stir readers/engagers to action their creativity as feeding forward into their own work in HE pedagogies, to consider how to move beyond the word, and the influences all of this can have on reimagining practices and changing structures.
{"title":"Re‐Creating Higher Education Pedagogy by Making Materiality and Spatiality Matter","authors":"Kerry Chappell, Sharon Witt, Heather Wren, Leonie Hampton, Pam Woods, Lizzie Swinford, Martin Hampton","doi":"10.1002/jocb.619","DOIUrl":"https://doi.org/10.1002/jocb.619","url":null,"abstract":"ABSTRACT This study marks a resting point within ongoing explorations of creativity, transdisciplinarity, materiality, and spatiality in Higher Education (HE) pedagogy. It interrogates how different materialities and spatialities shape learning to re‐create practices to better respond to societal challenges. This is situated within an imperative to move away from Western‐dominated approaches to pedagogy and research, where “Western” is characterized as onto‐epistemological rather than place‐based. The study draws on postqualitative enquiry into two creative, transdisciplinary HE courses, which entwined the arts, sciences, and entrepreneurship to facilitate responses to societal problems. Framed using posthumanizing creativity, the research aims to decenter the human and posit creativity as a dialogic, intra‐active process with the capacity to change education from within. A postqualitative approach works through three data diffractions. The first two involve glow moments used for collaging, cut through with theory. The third diffraction involves glow moments from which a short dance film was created. The study aims to stir readers/engagers to action their creativity as feeding forward into their own work in HE pedagogies, to consider how to move beyond the word, and the influences all of this can have on reimagining practices and changing structures.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"404 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135113971","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}
Ana Inés Jorge Artigau, Teresa Bosch, Ignacio Trosserro, Florencia Aguilar
ABSTRACT This article addresses that there has been a shift in the field of creativity, evidenced in the socio‐cultural manifesto written in 2019. This shift invites us to rethink our focus on education. The change proposed here is a change of perspective: stop focusing on the individual and instead consider the whole picture where the individual encounters a context with others and materials to think. The individual seeks a purpose in the world that allows a point of view to emerge. World‐building proposes a similar shift when it comes to storytelling. The objective is to develop a story not around a character but imagining a world where individuals emerge. This article seeks to understand whether this particular outtake on education might be a way to foster this perspective on creativity. To answer this question, we will analyze the students' final reflections once they finish the semester. The answers belong to two different cohorts, in the year 2021 and 2022, from the Universidad Austral in Argentina. The student's responses will be analyzed using the coding method developed by Strauss and Corbin. The codes will allow us to group the main findings. Each family group will be described to understand if they are similar to what the manifesto states.
{"title":"When Theory Meets Practice: Promoting Participatory Creativity Through World‐Building","authors":"Ana Inés Jorge Artigau, Teresa Bosch, Ignacio Trosserro, Florencia Aguilar","doi":"10.1002/jocb.616","DOIUrl":"https://doi.org/10.1002/jocb.616","url":null,"abstract":"ABSTRACT This article addresses that there has been a shift in the field of creativity, evidenced in the socio‐cultural manifesto written in 2019. This shift invites us to rethink our focus on education. The change proposed here is a change of perspective: stop focusing on the individual and instead consider the whole picture where the individual encounters a context with others and materials to think. The individual seeks a purpose in the world that allows a point of view to emerge. World‐building proposes a similar shift when it comes to storytelling. The objective is to develop a story not around a character but imagining a world where individuals emerge. This article seeks to understand whether this particular outtake on education might be a way to foster this perspective on creativity. To answer this question, we will analyze the students' final reflections once they finish the semester. The answers belong to two different cohorts, in the year 2021 and 2022, from the Universidad Austral in Argentina. The student's responses will be analyzed using the coding method developed by Strauss and Corbin. The codes will allow us to group the main findings. Each family group will be described to understand if they are similar to what the manifesto states.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"37 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135366059","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}
ABSTRACT Research has shown that using the Internet to access information can influence memory, metacognition, and how people choose to access information in the future. The current experiment sought to expand this line of work by investigating the impact of using the Internet on creative thinking. A total of 378 participants completed a version of the Alternative Uses Test in which they were asked to list five uncommon uses for each of four objects (e.g., a brick). Half of the participants did this on their own, without help from the Internet. The other half of the participants used the Internet to generate uses for the first two objects, and then generated uses for the last two objects without the Internet. Responses were considered on a number of measures (e.g., creativity, effectiveness, fluency, flexibility). Although creative performance was similar between the two conditions, some differences were observed, particularly with regard to the distributions of uses generated. For example, a subset of object uses generated by participants in the Internet condition were rarely generated by participants in the No Internet condition.
{"title":"Internet Use and Creative Thinking in the Alternative Uses Task","authors":"Mercedes T. Oliva, Benjamin C. Storm","doi":"10.1002/jocb.618","DOIUrl":"https://doi.org/10.1002/jocb.618","url":null,"abstract":"ABSTRACT Research has shown that using the Internet to access information can influence memory, metacognition, and how people choose to access information in the future. The current experiment sought to expand this line of work by investigating the impact of using the Internet on creative thinking. A total of 378 participants completed a version of the Alternative Uses Test in which they were asked to list five uncommon uses for each of four objects (e.g., a brick). Half of the participants did this on their own, without help from the Internet. The other half of the participants used the Internet to generate uses for the first two objects, and then generated uses for the last two objects without the Internet. Responses were considered on a number of measures (e.g., creativity, effectiveness, fluency, flexibility). Although creative performance was similar between the two conditions, some differences were observed, particularly with regard to the distributions of uses generated. For example, a subset of object uses generated by participants in the Internet condition were rarely generated by participants in the No Internet condition.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135759477","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}
ABSTRACT Human creativity and ingenuity partly depend on divergent thinking – the ability to generate many varied, original, and elaborate responses. Prior research has found ample evidence of an effect of cognitive factors, including the organization of semantic networks and associative ability, on divergent thinking. Less is known, however, about how the language we speak shapes this relationship. Specifically, the linguistic relativity hypothesis stresses the influence of a linguistic variation on structural semantic representations that are essential for generating associations. To address this open scientific problem, an experiment with several tasks was conducted ( n = 122). The category discrimination task replicated the linguistic relativity effect of satellite‐framed (e.g., English) versus verb‐framed languages (e.g., Spanish), by showing how English monolinguals, when exposed to motion events, were more attentive to the manner of motion than Spanish monolinguals. The free association task showed, in the same sample, that divergent thinking in response to motion events led English monolinguals to generate more elaborate responses than Spanish monolinguals. Linguistic relativity mediated this effect. No effect was found on the number, diversity, or originality of the responses. These findings contribute new insights into the relationship between linguistic relativity and divergent thinking in response to motion events.
{"title":"Linguistic Relativity in Creative Thought: How Divergent Thinking in Response to Motion Events is Influenced by Satellite‐ and Verb‐Framed Languages","authors":"Thu Anh Mai, Alwin de Rooij","doi":"10.1002/jocb.615","DOIUrl":"https://doi.org/10.1002/jocb.615","url":null,"abstract":"ABSTRACT Human creativity and ingenuity partly depend on divergent thinking – the ability to generate many varied, original, and elaborate responses. Prior research has found ample evidence of an effect of cognitive factors, including the organization of semantic networks and associative ability, on divergent thinking. Less is known, however, about how the language we speak shapes this relationship. Specifically, the linguistic relativity hypothesis stresses the influence of a linguistic variation on structural semantic representations that are essential for generating associations. To address this open scientific problem, an experiment with several tasks was conducted ( n = 122). The category discrimination task replicated the linguistic relativity effect of satellite‐framed (e.g., English) versus verb‐framed languages (e.g., Spanish), by showing how English monolinguals, when exposed to motion events, were more attentive to the manner of motion than Spanish monolinguals. The free association task showed, in the same sample, that divergent thinking in response to motion events led English monolinguals to generate more elaborate responses than Spanish monolinguals. Linguistic relativity mediated this effect. No effect was found on the number, diversity, or originality of the responses. These findings contribute new insights into the relationship between linguistic relativity and divergent thinking in response to motion events.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185632","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}
Stephanie Alcock, Aline Ferreira‐Correia, Kate Cockcroft
ABSTRACT Creativity involves generating novel and valuable ideas. While the importance of creative thinking is widely acknowledged, its cognitive basis is poorly understood, particularly in older adults. This study aimed to develop and test an explanatory model of creative thinking to elucidate its underlying cognitive functions in an elderly sample. The role of demographic variables, including age, multilingualism, socioeconomic status (SES), level of education, and gender in creative thinking was also investigated. One hundred and twenty‐five participants aged 65 years and above‐completed measures of divergent, convergent and associative thinking, as well as task‐switching, inhibition and fluid intelligence. Structural equation modeling (SEM) analyzed the relationships between these cognitive functions, and group differences assessed whether there were significant differences in the cognitive measures based on the demographic variables. Creative thinking appeared to entail the cooperation between divergent and convergent thinking, which both rely on associative thinking, suggesting an associative basis of creative thinking. Creative thinking involved fluid intelligence and task‐switching, but not inhibition, recasting it as a higher‐order function. This study supports the dual‐process account of creative thinking by demonstrating an associative basis and the role of executive functions. Differences among education and SES groups occurred for most cognitive functions analyzed. These findings inform prevailing theoretical frameworks of creative thinking.
{"title":"Creativity in Older Adults: Elucidating the Interactions between Cognitive Functions Underlying Creativity and the Role of Demographic Variables","authors":"Stephanie Alcock, Aline Ferreira‐Correia, Kate Cockcroft","doi":"10.1002/jocb.614","DOIUrl":"https://doi.org/10.1002/jocb.614","url":null,"abstract":"ABSTRACT Creativity involves generating novel and valuable ideas. While the importance of creative thinking is widely acknowledged, its cognitive basis is poorly understood, particularly in older adults. This study aimed to develop and test an explanatory model of creative thinking to elucidate its underlying cognitive functions in an elderly sample. The role of demographic variables, including age, multilingualism, socioeconomic status (SES), level of education, and gender in creative thinking was also investigated. One hundred and twenty‐five participants aged 65 years and above‐completed measures of divergent, convergent and associative thinking, as well as task‐switching, inhibition and fluid intelligence. Structural equation modeling (SEM) analyzed the relationships between these cognitive functions, and group differences assessed whether there were significant differences in the cognitive measures based on the demographic variables. Creative thinking appeared to entail the cooperation between divergent and convergent thinking, which both rely on associative thinking, suggesting an associative basis of creative thinking. Creative thinking involved fluid intelligence and task‐switching, but not inhibition, recasting it as a higher‐order function. This study supports the dual‐process account of creative thinking by demonstrating an associative basis and the role of executive functions. Differences among education and SES groups occurred for most cognitive functions analyzed. These findings inform prevailing theoretical frameworks of creative thinking.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136212537","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}
ABSTRACT Previous studies on mindfulness and creativity have focused on the beneficial effects of mindfulness on concentration. However, few have explored this from the perspective of psychological resources. Based on resource conservation theory, this study focuses on the positive psychological functions of mindfulness and how they complement the psychological resources depleted in the performance of creativity. Thus, guaranteeing the completion of creativity‐related activities. We used a three‐time lag design and analyzed reports from 404 employees and 85 supervisors to explore the impact of employees' mindfulness on their creativity and the chain‐mediating role of psychological capital and creative process engagement in the relationship between the two. The results indicated that employees' mindfulness can influence their creativity not only directly but also through the mediation of just creative process engagement as well as through the chain mediation of psychological capital and creative process. The findings revealed the psychological mechanisms through which employees' mindfulness impacts their creativity, providing a scientific basis for exploring how to effectively enhance employees' creativity and dissipating the doubts raised about the current widespread use of mindfulness in organizations.
{"title":"Mindfulness Makes Employees More Creative? The Mediating Role of Psychological Capital and Creative Process Engagement","authors":"Xiao Li, Chen Zhang, Changde Li, Wendian Shi, Feng Wang, Qiangqiang Wang, Yanan Zhang","doi":"10.1002/jocb.613","DOIUrl":"https://doi.org/10.1002/jocb.613","url":null,"abstract":"ABSTRACT Previous studies on mindfulness and creativity have focused on the beneficial effects of mindfulness on concentration. However, few have explored this from the perspective of psychological resources. Based on resource conservation theory, this study focuses on the positive psychological functions of mindfulness and how they complement the psychological resources depleted in the performance of creativity. Thus, guaranteeing the completion of creativity‐related activities. We used a three‐time lag design and analyzed reports from 404 employees and 85 supervisors to explore the impact of employees' mindfulness on their creativity and the chain‐mediating role of psychological capital and creative process engagement in the relationship between the two. The results indicated that employees' mindfulness can influence their creativity not only directly but also through the mediation of just creative process engagement as well as through the chain mediation of psychological capital and creative process. The findings revealed the psychological mechanisms through which employees' mindfulness impacts their creativity, providing a scientific basis for exploring how to effectively enhance employees' creativity and dissipating the doubts raised about the current widespread use of mindfulness in organizations.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135146532","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}
This study delved into the structuring of design briefs and investigated the impact of employing visual analogies compared to text analogies. We aimed to contribute to the growing body of research investigating the role of analogies in design problem‐solving. To do this, we conducted a controlled experiment at a university with 135 undergraduate students exploring analogical reasoning under various conditions, with a particular emphasis on identifying the negative aspects of the design problem. The first goal was to explore the potential of visual and text analogies to enhance design creativity outcomes generated in each condition, focusing on the novelty and usefulness of design solutions. The second goal was to verify whether statistical differences occur between the creative outcomes in visual and text analogy conditions. According to our findings, design briefs containing specific instructions for using text or visual analogies yielded highly novel outcomes. However, when text or visual analogies were prompted by statements concerning negative issues of the design problem, more useful outcomes were generated. Finally, negative statements should be considered when the design aims to improve the features of existing solutions.
{"title":"An Experimental Comparison of Analogy Representation Effects on Creative Outcomes","authors":"G. Koronis, H. Casakin, Arlindo Silva","doi":"10.1002/jocb.611","DOIUrl":"https://doi.org/10.1002/jocb.611","url":null,"abstract":"This study delved into the structuring of design briefs and investigated the impact of employing visual analogies compared to text analogies. We aimed to contribute to the growing body of research investigating the role of analogies in design problem‐solving. To do this, we conducted a controlled experiment at a university with 135 undergraduate students exploring analogical reasoning under various conditions, with a particular emphasis on identifying the negative aspects of the design problem. The first goal was to explore the potential of visual and text analogies to enhance design creativity outcomes generated in each condition, focusing on the novelty and usefulness of design solutions. The second goal was to verify whether statistical differences occur between the creative outcomes in visual and text analogy conditions. According to our findings, design briefs containing specific instructions for using text or visual analogies yielded highly novel outcomes. However, when text or visual analogies were prompted by statements concerning negative issues of the design problem, more useful outcomes were generated. Finally, negative statements should be considered when the design aims to improve the features of existing solutions.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46917008","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}
Creative arts programs have potential for promoting psychological well‐being amongst young people. The present research used a mixed‐methods approach to address the mechanisms involved in the well‐being of marginalized young people engaged in creative arts participation, based on self‐determination theory. A preliminary quantitative analysis investigated the levels of basic needs satisfaction (BNS) that 42 young people reported experiencing at home, at school, and at a youth theater organization. Young people reported the highest level of BNS at the theater, and there was a marginally significant trend suggesting this had a positive association with well‐being, over and above the effects of BNS at home and school. Nonetheless, Bayesian factor indicated more data is required to confirm this observation. Subsequently, an in‐depth qualitative analysis was undertaken with semi‐structured interviews with three young people as well as with their parents and schoolteachers. Thematic analysis highlighted the ways satisfaction of autonomy (through empowerment), relatedness (through the establishment of group membership), and competence (through creating a safe space for young people to be heard) allowed the young people to develop positive future aspirations. Study implications and directions for further work are explored in relation to the way that creative arts participation enables young people to explore possible goals and give them an understanding of what they can achieve.
{"title":"“We Have a Voice. We Exist.”: Value of Basic Needs Satisfaction for Well‐Being and Goal Development in Inclusive Theater Spaces for Young People","authors":"A. Ferrell, M. Levstek, R. Banerjee","doi":"10.1002/jocb.608","DOIUrl":"https://doi.org/10.1002/jocb.608","url":null,"abstract":"Creative arts programs have potential for promoting psychological well‐being amongst young people. The present research used a mixed‐methods approach to address the mechanisms involved in the well‐being of marginalized young people engaged in creative arts participation, based on self‐determination theory. A preliminary quantitative analysis investigated the levels of basic needs satisfaction (BNS) that 42 young people reported experiencing at home, at school, and at a youth theater organization. Young people reported the highest level of BNS at the theater, and there was a marginally significant trend suggesting this had a positive association with well‐being, over and above the effects of BNS at home and school. Nonetheless, Bayesian factor indicated more data is required to confirm this observation. Subsequently, an in‐depth qualitative analysis was undertaken with semi‐structured interviews with three young people as well as with their parents and schoolteachers. Thematic analysis highlighted the ways satisfaction of autonomy (through empowerment), relatedness (through the establishment of group membership), and competence (through creating a safe space for young people to be heard) allowed the young people to develop positive future aspirations. Study implications and directions for further work are explored in relation to the way that creative arts participation enables young people to explore possible goals and give them an understanding of what they can achieve.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42176749","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}
Based on studies reporting a link between creative thinking and motor creativity, we investigate whether training motor creativity also positively influences creative thinking. In a longitudinal study design spanning two‐and‐a‐half years, we analyzed the relationships between the development of motor and figural creativity based on two distinct programs: a convergent‐oriented sport study program (COSP) and a divergent‐oriented study program (DOSP). Thirty‐three COSP and 31 DOSP students participated in a comprehensive creativity assessment at the beginning and end of their sport studies. A modified version of the BAST® movement analysis was developed to assess motor creativity. Figural creativity was tested via the TTCT. Although both groups were matched for motor and figural creativity, by the end of their sport studies, the DOSP students outperformed the COSP students in all analyzed motor creativity measures (fluency, elaboration, originality). Furthermore, DOSP students also developed significantly in aspects of figural creativity compared to COSP students. Nonlinear structure and teaching methods in the divergent‐oriented learning environment significantly enhance creativity in sports students by broadening not only their movement repertoire but also transferring these new bodily experiences into the figural domain. These findings support the concept of an underlying supramodal base for motor and figural creativity.
{"title":"Divergent Motor Learning Programs Improve Motor and Figural Creativity in University Sports Students","authors":"Christian Büning, H. Lausberg","doi":"10.1002/jocb.609","DOIUrl":"https://doi.org/10.1002/jocb.609","url":null,"abstract":"Based on studies reporting a link between creative thinking and motor creativity, we investigate whether training motor creativity also positively influences creative thinking. In a longitudinal study design spanning two‐and‐a‐half years, we analyzed the relationships between the development of motor and figural creativity based on two distinct programs: a convergent‐oriented sport study program (COSP) and a divergent‐oriented study program (DOSP). Thirty‐three COSP and 31 DOSP students participated in a comprehensive creativity assessment at the beginning and end of their sport studies. A modified version of the BAST® movement analysis was developed to assess motor creativity. Figural creativity was tested via the TTCT. Although both groups were matched for motor and figural creativity, by the end of their sport studies, the DOSP students outperformed the COSP students in all analyzed motor creativity measures (fluency, elaboration, originality). Furthermore, DOSP students also developed significantly in aspects of figural creativity compared to COSP students. Nonlinear structure and teaching methods in the divergent‐oriented learning environment significantly enhance creativity in sports students by broadening not only their movement repertoire but also transferring these new bodily experiences into the figural domain. These findings support the concept of an underlying supramodal base for motor and figural creativity.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49160847","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}
The present research examines how creative process engagement (information gathering, idea generation, idea evaluation, and idea pitch) influences the affective states of positive affect (PA) and negative affect (NA). Drawing from motivation theory and research, we proposed that creative process behaviors that are more autonomous and less constrained will increase positive affect. Additionally, creative process behaviors that are more likely to be perceived as making negative goal progress are expected to result in higher levels of negative affect. We also examine boundary conditions of these effects including task‐relevant knowledge, perceived performance, and baseline affect. Results from two studies confirm that idea generation, which is considered an autonomous activity, increases PA levels. This effect holds true across varying starting affect levels (excited, calm, and neutral). Moreover, results confirm that information search, which may be perceived as making negative goal progress, increases NA levels and PA levels decrease when task‐relevant knowledge is low. The effects of idea evaluation and idea pitch on PA and NA are mixed across the two studies. The implications of these findings for understanding how the creative process impacts affect are discussed.
{"title":"Changes in Positive and Negative Affect during Creative Process Engagement","authors":"Tamara A. Montag‐Smit, Melissa G. Keith","doi":"10.1002/jocb.610","DOIUrl":"https://doi.org/10.1002/jocb.610","url":null,"abstract":"The present research examines how creative process engagement (information gathering, idea generation, idea evaluation, and idea pitch) influences the affective states of positive affect (PA) and negative affect (NA). Drawing from motivation theory and research, we proposed that creative process behaviors that are more autonomous and less constrained will increase positive affect. Additionally, creative process behaviors that are more likely to be perceived as making negative goal progress are expected to result in higher levels of negative affect. We also examine boundary conditions of these effects including task‐relevant knowledge, perceived performance, and baseline affect. Results from two studies confirm that idea generation, which is considered an autonomous activity, increases PA levels. This effect holds true across varying starting affect levels (excited, calm, and neutral). Moreover, results confirm that information search, which may be perceived as making negative goal progress, increases NA levels and PA levels decrease when task‐relevant knowledge is low. The effects of idea evaluation and idea pitch on PA and NA are mixed across the two studies. The implications of these findings for understanding how the creative process impacts affect are discussed.","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":" ","pages":""},"PeriodicalIF":3.9,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45063509","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}
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