In the last decade, research on the connection between curiosity and creativity has surged revealing a positive correlation. However, these findings are primarily based on cross‐sectional studies, which do not establish the direction of the relationship between creativity and curiosity. Is curiosity the driving force behind creativity, or does creativity spark curiosity? The present study addresses this question by examining the potential reciprocal associations between creativity and curiosity within‐persons using state‐of‐the‐art methodology and statistics. Self‐reported data were collected on a weekly basis from a sample of Greek entrepreneurs (N = 195, 49% female) over a 10‐week period. We used the dynamic structural equation modeling (DSEM) framework for data analyses. Results supported the positive relationship between creativity and curiosity within and between individuals. At the within‐person level, creativity and curiosity exhibited significant carry‐over effects from 1 week to the next. However, we did not find consistent evidence for cross‐lagged effects, meaning that curiosity and creativity did not directly cause changes in each other within a 1‐week period. We also found significant random effects underscoring the role of curiosity as a catalyst for creativity, particularly when individuals do not have a strong tendency for their creative levels to persist but do have a strong tendency for their curiosity levels to persist. In such cases, curiosity seems to have a more pronounced impact on shaping creative endeavors. We discuss the implications of our findings for theory and practice and suggest directions for future research.
{"title":"Connecting the Dots of Creativity and Curiosity: A Weekly Diary Examination Using Dynamic Structural Equation Modeling","authors":"Leonidas A. Zampetakis","doi":"10.1002/jocb.1500","DOIUrl":"https://doi.org/10.1002/jocb.1500","url":null,"abstract":"In the last decade, research on the connection between curiosity and creativity has surged revealing a positive correlation. However, these findings are primarily based on cross‐sectional studies, which do not establish the direction of the relationship between creativity and curiosity. Is curiosity the driving force behind creativity, or does creativity spark curiosity? The present study addresses this question by examining the potential reciprocal associations between creativity and curiosity within‐persons using state‐of‐the‐art methodology and statistics. Self‐reported data were collected on a weekly basis from a sample of Greek entrepreneurs (N = 195, 49% female) over a 10‐week period. We used the dynamic structural equation modeling (DSEM) framework for data analyses. Results supported the positive relationship between creativity and curiosity within and between individuals. At the within‐person level, creativity and curiosity exhibited significant carry‐over effects from 1 week to the next. However, we did not find consistent evidence for cross‐lagged effects, meaning that curiosity and creativity did not directly cause changes in each other within a 1‐week period. We also found significant random effects underscoring the role of curiosity as a catalyst for creativity, particularly when individuals do not have a strong tendency for their creative levels to persist but do have a strong tendency for their curiosity levels to persist. In such cases, curiosity seems to have a more pronounced impact on shaping creative endeavors. We discuss the implications of our findings for theory and practice and suggest directions for future research.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"5 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Huan Li, Qinghui Hou, Ren Mu, Yating Wang, Yating Yang
Although research on team performance‐prove goal orientation (TPPGO) has flourished, there remains a scarcity of studies investigating its impact on individual performance. Drawing upon transactional stress theory, our study aims to explore the dual nature of the influence exerted by TPPGO on employee creative performance. Employing a multi‐level regression analysis of 369 two‐stage, multi‐source matched questionnaire responses, we find that challenge appraisal serves as a mediator in the relation between TPPGO and creative performance, while threat appraisal acts as a conditional mediator. Furthermore, subjective goal difficulty moderates the effect of TPPGO on both challenge and threat appraisals, thereby transmitting the positive and negative impacts of TPPGO on creative performance, respectively. Our findings contribute to the existing research by enriching the understanding of how TPPGO impacts creative performance, including its explanatory mechanisms and boundary conditions. Additionally, this study offers valuable suggestions for managers in setting team goals from a dialectical perspective.
{"title":"Unraveling the Impact of Team Performance‐Prove Goal Orientation on Employee Creative Performance Through a Transactional Stress Theory Framework","authors":"Huan Li, Qinghui Hou, Ren Mu, Yating Wang, Yating Yang","doi":"10.1002/jocb.681","DOIUrl":"https://doi.org/10.1002/jocb.681","url":null,"abstract":"Although research on team performance‐prove goal orientation (TPPGO) has flourished, there remains a scarcity of studies investigating its impact on individual performance. Drawing upon transactional stress theory, our study aims to explore the dual nature of the influence exerted by TPPGO on employee creative performance. Employing a multi‐level regression analysis of 369 two‐stage, multi‐source matched questionnaire responses, we find that challenge appraisal serves as a mediator in the relation between TPPGO and creative performance, while threat appraisal acts as a conditional mediator. Furthermore, subjective goal difficulty moderates the effect of TPPGO on both challenge and threat appraisals, thereby transmitting the positive and negative impacts of TPPGO on creative performance, respectively. Our findings contribute to the existing research by enriching the understanding of how TPPGO impacts creative performance, including its explanatory mechanisms and boundary conditions. Additionally, this study offers valuable suggestions for managers in setting team goals from a dialectical perspective.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":" 567","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141669635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alexandra Powell, Abbey K. Mann, J. Rossmann, Rohan Prabhu
As more women enter engineering, the climate of engineering teams must be improved to ensure that women feel included and inspired to design innovative solutions. Prior research suggests that women in STEM often report lower levels of self‐efficacy, which could limit their engagement in collaborative design tasks. Unfortunately, little research has explored how designers' gender and self‐efficacy play a role in collaborative ideation and we aim to explore this research gap. We conducted an observational study with nominal—that is, non‐interacting—and balanced four‐member design teams, involving a collaborative ideation task. From the results, we see that the mean frequency of new ideas proposed by men was greater than those proposed by women. This result suggests that men may emphasize creating new ideas rather than acknowledging others' ideas. Furthermore, we see that men with higher self‐efficacy provided more compliments and criticisms, and these relationships were relatively weaker or the opposite for women. These results suggest that participants with different gender identities may make different design moves in collaboration ideation, and these differences are further influenced by their self‐efficacy. These results call for further exploration into the role of self‐efficacy in creating inclusive collaborative design environments, especially for designers belonging to historically underrepresented identities.
{"title":"Making Design Moves: Exploring the Relationship Between Gender, Self‐Efficacy, and Design Moves in Collaborative Ideation","authors":"Alexandra Powell, Abbey K. Mann, J. Rossmann, Rohan Prabhu","doi":"10.1002/jocb.682","DOIUrl":"https://doi.org/10.1002/jocb.682","url":null,"abstract":"As more women enter engineering, the climate of engineering teams must be improved to ensure that women feel included and inspired to design innovative solutions. Prior research suggests that women in STEM often report lower levels of self‐efficacy, which could limit their engagement in collaborative design tasks. Unfortunately, little research has explored how designers' gender and self‐efficacy play a role in collaborative ideation and we aim to explore this research gap. We conducted an observational study with nominal—that is, non‐interacting—and balanced four‐member design teams, involving a collaborative ideation task. From the results, we see that the mean frequency of new ideas proposed by men was greater than those proposed by women. This result suggests that men may emphasize creating new ideas rather than acknowledging others' ideas. Furthermore, we see that men with higher self‐efficacy provided more compliments and criticisms, and these relationships were relatively weaker or the opposite for women. These results suggest that participants with different gender identities may make different design moves in collaboration ideation, and these differences are further influenced by their self‐efficacy. These results call for further exploration into the role of self‐efficacy in creating inclusive collaborative design environments, especially for designers belonging to historically underrepresented identities.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"118 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Saleh Samimi Dehkordi, Ivan Radević, Matej Černe, Katerina Božič, Amadeja Lamovšek
Despite the increasing need for creativity in rapidly evolving markets and work environments, not all employees are able to engage in this crucial behavior at work. The interactionist perspective suggests that creativity in organizations can be predicted by the interplay of individual and situational elements. With this theoretical framework, the study aimed to generate and develop insights into the job autonomy–employee creativity relationship by proposing and testing the joint moderating role of an individual (i.e., openness to experience) and contextual factor (i.e., techno‐invasion). The sample (n = 435) drew from three sources (focal employees, their family members, supervisors) concerning the creativity of working professionals and what predicts it in a variety of industries. The findings reveal a curvilinear relationship between autonomy and creative behavior and the moderating effect of openness to experience in this relationship. Support is also found for the three‐way interaction of autonomy, openness to experience, and techno‐invasion in fostering creative behavior. Important theoretical and practical implications thus arise for establishing the work context of potentially creative individuals given different levels of technology demands and job conditions.
{"title":"The Three‐Way Interaction of Autonomy, Openness to Experience, and Techno‐Invasion in Predicting Employee Creativity","authors":"Saleh Samimi Dehkordi, Ivan Radević, Matej Černe, Katerina Božič, Amadeja Lamovšek","doi":"10.1002/jocb.679","DOIUrl":"https://doi.org/10.1002/jocb.679","url":null,"abstract":"Despite the increasing need for creativity in rapidly evolving markets and work environments, not all employees are able to engage in this crucial behavior at work. The interactionist perspective suggests that creativity in organizations can be predicted by the interplay of individual and situational elements. With this theoretical framework, the study aimed to generate and develop insights into the job autonomy–employee creativity relationship by proposing and testing the joint moderating role of an individual (i.e., openness to experience) and contextual factor (i.e., techno‐invasion). The sample (n = 435) drew from three sources (focal employees, their family members, supervisors) concerning the creativity of working professionals and what predicts it in a variety of industries. The findings reveal a curvilinear relationship between autonomy and creative behavior and the moderating effect of openness to experience in this relationship. Support is also found for the three‐way interaction of autonomy, openness to experience, and techno‐invasion in fostering creative behavior. Important theoretical and practical implications thus arise for establishing the work context of potentially creative individuals given different levels of technology demands and job conditions.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141674351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective is to analyze the impacts of educational interventions with people with autism through the systematic review of publications. The article presents a review of 22 interventions published in SCOPUS, Google Scholar, and PsycINFO between 2005 and 2023 were selected. The keywords used were autism and creativity. Interventions that present impact assessment processes were included. The study follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses) guidelines for conducting systematic reviews. The data are analyzed using coding and constant comparisons. The results indicate that the interventions can be considered creative projects since they generate ruptures and new forms of understanding and action. The interventions are projects that recognize the possibilities of people with autism and enable original actions, strategies and resources to enhance learning. The results provide evidence about the importance of neurodiversity and inclusive education.
{"title":"Creativity and Autism: A Systematic Review of Interventions","authors":"R. Elisondo, María Laura de la Barrera","doi":"10.1002/jocb.675","DOIUrl":"https://doi.org/10.1002/jocb.675","url":null,"abstract":"The objective is to analyze the impacts of educational interventions with people with autism through the systematic review of publications. The article presents a review of 22 interventions published in SCOPUS, Google Scholar, and PsycINFO between 2005 and 2023 were selected. The keywords used were autism and creativity. Interventions that present impact assessment processes were included. The study follows the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta‐Analyses) guidelines for conducting systematic reviews. The data are analyzed using coding and constant comparisons. The results indicate that the interventions can be considered creative projects since they generate ruptures and new forms of understanding and action. The interventions are projects that recognize the possibilities of people with autism and enable original actions, strategies and resources to enhance learning. The results provide evidence about the importance of neurodiversity and inclusive education.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"12 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141343476","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aleksandra Zielińska, I. Lebuda, Marta Czerwonka, Maciej Karwowski
While people approach creative actions in diverse ways, navigating them effectively requires self‐regulatory effort. In this preregistered experiment, we examined whether simple self‐regulation prompts, provided across the stages of the creative process, make the outcomes more creative. Participants (N = 332) engaged in one of three creativity tasks—designing a logo, writing a short story, or preparing a greeting card—and documented their ongoing progress with photos. During the task, half of the participants received prompts tailored to their task progress, encouraging the employment of various self‐regulatory mechanisms (e.g., uncertainty acceptance, adjusting approach). Consistent with our predictions, promoting a strategic approach throughout the task led participants to develop more creative products than those in the no‐prompt condition. Moreover, we demonstrated two indirect paths behind the prompts' effectiveness: first, via enhancing positive active emotions, and second, through fostering a greater time commitment to the task. On a theoretical level, the proposed prompting approach highlights the advantages of self‐regulatory engagement during creative actions beyond solely idea generation strategies. Methodologically, our study underscores the simplicity of such interventions and their potential broad applicability.
{"title":"Self‐Regulation Prompts Improve Creative Performance","authors":"Aleksandra Zielińska, I. Lebuda, Marta Czerwonka, Maciej Karwowski","doi":"10.1002/jocb.674","DOIUrl":"https://doi.org/10.1002/jocb.674","url":null,"abstract":"While people approach creative actions in diverse ways, navigating them effectively requires self‐regulatory effort. In this preregistered experiment, we examined whether simple self‐regulation prompts, provided across the stages of the creative process, make the outcomes more creative. Participants (N = 332) engaged in one of three creativity tasks—designing a logo, writing a short story, or preparing a greeting card—and documented their ongoing progress with photos. During the task, half of the participants received prompts tailored to their task progress, encouraging the employment of various self‐regulatory mechanisms (e.g., uncertainty acceptance, adjusting approach). Consistent with our predictions, promoting a strategic approach throughout the task led participants to develop more creative products than those in the no‐prompt condition. Moreover, we demonstrated two indirect paths behind the prompts' effectiveness: first, via enhancing positive active emotions, and second, through fostering a greater time commitment to the task. On a theoretical level, the proposed prompting approach highlights the advantages of self‐regulatory engagement during creative actions beyond solely idea generation strategies. Methodologically, our study underscores the simplicity of such interventions and their potential broad applicability.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"118 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141351781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article presents the artistic process employed by a group of young women in an academic setting at the Central University of Ecuador, as they wrote four documentary plays. These students, belonging to the first generation to have access to a dramaturgy class in a public university in the country, utilized an innovative to develop their proposal. Despite the prevalence of collective playwriting in the region, the students delved deep into the writing process for the stage and studied important references in the field. The resulting plays underwent analysis by proficient readers from the Univèrsitat Politècnica de Valencia, who acknowledged their profound artistic content, unexplored until then within the country. Within this study, a focal point is placed on exploring the concept of creativity among university scholars who belong to marginalized groups. The research highlights the inherent duality present in their cosmovision, aiming to showcase their distinctive perspective and the continuous redefinition of identity and creativity within non‐harmonic societies. By doing so, the article underlines the significance of providing opportunities for young artists from marginalized communities to express themselves and contribute to the artistic landscape of their country. Also, it outlines a constant interrogation over the concept of creativity.
{"title":"Exploring Creativity in Marginalized Voices: The New Ecuadorian Dramaturgy Project","authors":"Carmen Elena Jijón de la Torre","doi":"10.1002/jocb.672","DOIUrl":"https://doi.org/10.1002/jocb.672","url":null,"abstract":"This article presents the artistic process employed by a group of young women in an academic setting at the Central University of Ecuador, as they wrote four documentary plays. These students, belonging to the first generation to have access to a dramaturgy class in a public university in the country, utilized an innovative to develop their proposal. Despite the prevalence of collective playwriting in the region, the students delved deep into the writing process for the stage and studied important references in the field. The resulting plays underwent analysis by proficient readers from the Univèrsitat Politècnica de Valencia, who acknowledged their profound artistic content, unexplored until then within the country. Within this study, a focal point is placed on exploring the concept of creativity among university scholars who belong to marginalized groups. The research highlights the inherent duality present in their cosmovision, aiming to showcase their distinctive perspective and the continuous redefinition of identity and creativity within non‐harmonic societies. By doing so, the article underlines the significance of providing opportunities for young artists from marginalized communities to express themselves and contribute to the artistic landscape of their country. Also, it outlines a constant interrogation over the concept of creativity.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"43 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141358887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Luciana Dantas de Paula, Angela Branco, Vlad Glăveanu
This paper expands upon the invitation to rethink how psychology has constructed knowledge, theories, and research while analyzing the epistemological foundations of educational practices in schools, especially those aimed at promoting creativity. Our goal is to critically explore the shortcomings of the traditional, Westernized individualistic, and mostly positivistic approach usually found in school contexts. To foster creativity, a more dialogical, socio‐cultural, and collaborative framework is suggested, involving multiple perspectives and possibility thinking to address current educational challenges. Through an examination of education and creativity, we analyze educational practices in Westernized societies and explore the possibilities that arise from non‐Western perspectives and dialogical approaches. The discussion is guided by the following questions: what kind of educational practices have been bolstered in Westernized societies? How do these relate to educating (with and for) creativity? A case study is included to provide concrete illustrations that substantiate our arguments. Incorporating decolonial frameworks into cultural and socio‐cultural perspectives, as well as in creativity research, would enrich the understanding of these fields. Decolonial approaches can offer valuable insights by addressing power relations inherent in knowledge construction and practice. Embracing these approaches enables these fields to contribute to a more nuanced and comprehensive understanding of human phenomena.
{"title":"Thinking outside of the (Western) Box: Cultural Psychology Perspectives on Creativity in Education","authors":"Luciana Dantas de Paula, Angela Branco, Vlad Glăveanu","doi":"10.1002/jocb.655","DOIUrl":"https://doi.org/10.1002/jocb.655","url":null,"abstract":"This paper expands upon the invitation to rethink how psychology has constructed knowledge, theories, and research while analyzing the epistemological foundations of educational practices in schools, especially those aimed at promoting creativity. Our goal is to critically explore the shortcomings of the traditional, Westernized individualistic, and mostly positivistic approach usually found in school contexts. To foster creativity, a more dialogical, socio‐cultural, and collaborative framework is suggested, involving multiple perspectives and possibility thinking to address current educational challenges. Through an examination of education and creativity, we analyze educational practices in Westernized societies and explore the possibilities that arise from non‐Western perspectives and dialogical approaches. The discussion is guided by the following questions: what kind of educational practices have been bolstered in Westernized societies? How do these relate to educating (with and for) creativity? A case study is included to provide concrete illustrations that substantiate our arguments. Incorporating decolonial frameworks into cultural and socio‐cultural perspectives, as well as in creativity research, would enrich the understanding of these fields. Decolonial approaches can offer valuable insights by addressing power relations inherent in knowledge construction and practice. Embracing these approaches enables these fields to contribute to a more nuanced and comprehensive understanding of human phenomena.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"86 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140984721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay draws on empirical research from two studies examining creativity, activism, and education in Hong Kong. We use a decolonizing and deimperializing approach to centering creativity as a lever for social change, and demonstrate the ways in which the specifics of culture, region, time, and place uniquely produce forms of creativity, as has long been documented by creativity scholars. We build upon Kuan‐hsing Chen's Asia as Method: Toward Deimperialization (2010), applying it to creativity and the ways in which we can better attend to cultural and regional differences rather than adhere to universalizing “creative industries” or developmental psychological discourses. Here we are not interested in documenting “non‐western” modes of creativity, in the ways this has sometimes been addressed as local craft or traditional cultural practices. Rather, we advance a theory of intra‐Asian creativity (including Australia) with its own onto‐epistemological legacies and innovations. We celebrate these formations as emergent from and imbricated with conceptual traditions such as Taoism and Western knowledge systems, rejecting binarized individualist “versus” collectivist approaches. The emerging field of critical creativity studies points to the ways in which decolonizing, deimperializing and collaborative research are reorienting our work toward benefit for all, rather than the (white) (western) few.
这篇文章借鉴了两项研究的实证研究成果，这些研究考察了香港的创造力、行动主义和教育。我们采用去殖民化和去帝国化的方法，以创造力为中心，将其作为社会变革的杠杆，并展示了文化、地区、时间和地点的特殊性如何独特地产生创造力的形式，创造力学者对此早有记载。我们以陈冠兴的《亚洲作为方法》（Asia as Method：走向去帝国化》（2010 年）的基础上，将其应用于创造力，以及如何更好地关注文化和地区差异，而不是坚持普遍化的 "创意产业 "或发展心理学论述。在这里，我们对记录 "非西方 "创造力模式不感兴趣，因为这种模式有时被视为地方手工艺或传统文化实践。相反，我们推进的是亚洲内部（包括澳大利亚）的创造力理论，它有自己的认识论遗产和创新。我们将这些形式视为从道教和西方知识体系等概念传统中产生并与之交融的产物，反对二元化的个人主义 "与 "集体主义方法。新兴的批判性创造力研究领域指出，非殖民化、去帝国化和合作研究正在调整我们的工作方向，使之惠及所有人，而不是（白人）（西方）少数人。
{"title":"Intra‐Asian Creativity in Hong Kong Education and Activism","authors":"Daniel X. Harris, K. Chan","doi":"10.1002/jocb.645","DOIUrl":"https://doi.org/10.1002/jocb.645","url":null,"abstract":"This essay draws on empirical research from two studies examining creativity, activism, and education in Hong Kong. We use a decolonizing and deimperializing approach to centering creativity as a lever for social change, and demonstrate the ways in which the specifics of culture, region, time, and place uniquely produce forms of creativity, as has long been documented by creativity scholars. We build upon Kuan‐hsing Chen's Asia as Method: Toward Deimperialization (2010), applying it to creativity and the ways in which we can better attend to cultural and regional differences rather than adhere to universalizing “creative industries” or developmental psychological discourses. Here we are not interested in documenting “non‐western” modes of creativity, in the ways this has sometimes been addressed as local craft or traditional cultural practices. Rather, we advance a theory of intra‐Asian creativity (including Australia) with its own onto‐epistemological legacies and innovations. We celebrate these formations as emergent from and imbricated with conceptual traditions such as Taoism and Western knowledge systems, rejecting binarized individualist “versus” collectivist approaches. The emerging field of critical creativity studies points to the ways in which decolonizing, deimperializing and collaborative research are reorienting our work toward benefit for all, rather than the (white) (western) few.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"38 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A wandering mind is not always a creative mind. Anecdotes about ideas spontaneously entering awareness during walks, showers, and other off‐task activities are plenty. The science behind it, however, is still inconclusive. Creativity might result from how thought context—whether thoughts are on‐task or off‐task—relates to thought dynamics—how thoughts unfold. To explore this, study 1 (n = 85) surveyed creative professionals about a single idea they had earlier in the day. The spontaneity of thoughts positively correlated with self‐reported creativity, whereas off‐task thoughts or doing something else did not. Study 2 (n = 180) replicated these findings in a student sample during an idea generation task and added that free movement of thoughts also correlates with self‐reported originality during idea generation. As indicated by expert ratings, no relationship of thought dynamics and thought context was found with population‐level creativity. Herewith, this study suggests that thought dynamics, rather than thought context, explain the often suggested relationship between mind wandering and creativity.
{"title":"A Wandering Mind is Not Always a Creative Mind: How Thought Dynamics Explain the Relationship between Mind Wandering and Creativity","authors":"A. de Rooij, Ali Atef, Myrthe Faber","doi":"10.1002/jocb.640","DOIUrl":"https://doi.org/10.1002/jocb.640","url":null,"abstract":"A wandering mind is not always a creative mind. Anecdotes about ideas spontaneously entering awareness during walks, showers, and other off‐task activities are plenty. The science behind it, however, is still inconclusive. Creativity might result from how thought context—whether thoughts are on‐task or off‐task—relates to thought dynamics—how thoughts unfold. To explore this, study 1 (n = 85) surveyed creative professionals about a single idea they had earlier in the day. The spontaneity of thoughts positively correlated with self‐reported creativity, whereas off‐task thoughts or doing something else did not. Study 2 (n = 180) replicated these findings in a student sample during an idea generation task and added that free movement of thoughts also correlates with self‐reported originality during idea generation. As indicated by expert ratings, no relationship of thought dynamics and thought context was found with population‐level creativity. Herewith, this study suggests that thought dynamics, rather than thought context, explain the often suggested relationship between mind wandering and creativity.","PeriodicalId":516032,"journal":{"name":"The Journal of Creative Behavior","volume":"9 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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