Journal of Creative Behavior最新文献

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

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

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

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

Previous studies tend to focus on two facets of creativity: everyday creativity (little-C) and actual creative achievement (Big-C). While little-C and Big-C both involve divergent thinking (DT), the role of DT in their relationship remains unclear. Here, we assessed the creativity scores of 64 adults, including the Creative Behavior Inventory (CBI), Creative Achievement Questionnaire (CAQ), the Abbreviated Torrance Test for Adults (ATTA), and their resting-state functional magnetic resonance imaging data. We subsequently analyzed the functional network dynamics, estimated the mediating effect of divergent thinking on the relationship between little-C and Big-C, and explored whether functional network dynamics moderate their relationship. The results showed that divergent thinking had a mediating effect on the relationship between little-C and Big-C. Dynamic neural activity in the attention and sensorimotor networks was associated with little-C, and the auditory, cognitive, and basal ganglia systems were related to Big-C. The average local efficiency of the default mode network played a moderating role in the relationship between little-C and Big-C. Our findings revealed that everyday creativity and creative achievement are interrelated, with DT playing a key role in their association.

In the digital-driven workplace, individuals are required to multitask frequently while maintaining high levels of creativity to stay indispensable. But does multitasking promote or hinder creative process engagement? Utilizing the stressor-detachment model, this study examines the links between multitasking and creative process engagement. Through a survey of 329 employees conducted over three time points, findings reveal that psychological detachment mediates the negative relationship between multitasking and creative process engagement. Furthermore, temporal leadership mitigates the negative relationship between multitasking and psychological detachment and, by extension, the indirect relationship between multitasking and creative process engagement via psychological detachment.

Innovation is vital for business sustainability and market competitiveness, with employees playing a crucial role. Current research on employee innovation focuses on individual traits and organizational context, overlooking competition and cooperation. However, these factors influence employee performance. This study reveals through a scenario experiment and a questionnaire that: (1) A balance of competition and cooperation in a team increases exploratory-exploitation learning tension. (2) A combination of high competition and high cooperation positively impacts this tension more than a low competition–cooperation mix. (3) In a contradictory mix, the “high competition-low cooperation” combination has a greater positive impact than the “low competition-high cooperation” one. (4) This tension mediates the relationship between intra-team co-opetition and employee innovation. (5) A paradox mindset enhances the relationship between learning tension and innovation. The study provides insights on improving employee innovation through intra-team co-opetition, exploring mediation mechanisms and boundary conditions.