Journal of Creative Behavior最新文献

This paper considers the inclusion of creative thinking as an innovative domain within the OECD's PISA (Program for International Student Assessment) and offers a series of reflections on the opportunities and limitations that follow from this. Although this recognition of the importance of creative thinking represents a step forward, the current assessment framework poses inherent risks of standardization. It is argued that a more nuanced and culturally sensitive approach is needed to move beyond a homogenized view of creativity and ensure that assessment fosters rather than limits the creative process. We also highlight how the definition of creative thinking is influenced by factors such as language and cultural values and ideas, all of which must be carefully considered when analyzing the results of these international assessments to preserve the richness of diverse approaches and paradigms. The paper concludes by suggesting the need for alternative, more flexible and multidimensional frameworks that not only enable the assessment of creative thinking but also promote students' all-round development and help to shape more inclusive educational policies that respect cultural diversity and foster creativity in all its forms.

With the rapid advancement of artificial intelligence (AI), AI creativity has demonstrated significant potential for application across various fields. This study aims to explore the multidimensional characteristics of AI creativity from the audience's perspective and to develop a corresponding measurement scale. Specifically, Study 1 utilized open-ended interviews with audiences of AI-generated creative products and grounded theory-based data coding to construct a theoretical framework of AI creativity perception. This framework encompasses four core dimensions: originality, depth, credibility, and attractiveness. In Study 2, an exploratory factor analysis and confirmatory factor analysis were conducted to develop a scale with high reliability and validity for measuring AI creativity perception, providing empirical support for the multidimensional framework. To further validate the scale's criterion-related validity, Study 3 examined the effect of AI involvement disclosure on creativity perception. The results reveal that audiences hold biases against AI; although AI is perceived to have a significant advantage in enhancing the originality of creative products, it is viewed as less capable in terms of depth, credibility, and attractiveness. This research offers insights into the future development and iteration of AI creativity.

Creativity is an essential skill that is at the heart of 21st-century education. Mobile phone use occupies considerable amounts of time in people's lives and may influence creativity. However, few studies have linked mobile phone dependence (MPD) to adolescents' domain-specific creativity (science and art). This study investigated the relationship between MPD and the scientific and artistic creativity of 2922 adolescents (10–15 years old) by using the Test of Mobile Phone Dependence, the Middle School Students' Everyday Creativity Questionnaire, the Rosenberg Self-Esteem Scale, and the Short Scale of Creative Self, all self-reported measures. Specifically, linear regression analysis and segmented regression analysis were conducted to explore the relationships between MPD and scientific and artistic creativity. The study also investigated the mediating effect of self-esteem and the chain mediating effect of self-esteem and creative identity in these relationships. The results revealed potential breakpoint values in the relationship between MPD and both scientific and artistic creativity. Specifically, MPD was negatively associated with scientific creativity when MPD scores were below the breakpoint (mean < 0.52) and with artistic creativity when scores were below its respective breakpoint (mean < 0.54). In contrast, above these breakpoints (mean > 0.52 and > 0.54, respectively), MPD was unrelated to scientific creativity but positively associated with artistic creativity. In addition, MPD predicted scientific creativity via self-esteem and the chain mediation of self-esteem and creative identity. Similar mediations were found for artistic creativity in the below-breakpoint MPD group. Above-breakpoint MPD predicted artistic creativity via the chain mediation of self-esteem and creative identity. These findings suggest that educators should raise awareness and discriminately intervene in the effects of smartphone dependence on domain creativity.

For several decades, brainstorming in groups and its variants have been widely examined in research as a technique to produce ideas. The way to stimulate elaboration by linking ideas to those previously given by others during a brainstorming session is a challenge for researchers and practitioners aiming to go beyond idea generation. Despite Osborn's (1953, 1963) rules inviting participants to build on ideas of their group members to produce their own, until recently very few studies have explicitly examined idea elaboration and its determinants. The present study aimed to investigate how structuring an electronic brainstorming task using a digital environment to produce ideas freely or serially might influence the elaboration of ideas in groups. A multilevel modeling analysis revealed that, independently of the groups, the quantity and quality of ideas produced, serial brainstorming led to a greater elaboration of ideas than free brainstorming. These findings provide the initial empirical evidence about the efficacy of structuring electronic brainstorming in a serial mode to stimulate idea elaboration in groups.

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.