Personality correlates of motivation in the art and science domains: the bright- and dark-side trait perspective

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-06-22 DOI:10.1016/j.tsc.2025.101906

Adrian Furnham , George Horne

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Abstract

In all, 2083 adults indicated their interest in, and motivation for, aesthetic and scientific activities using the Motives, Values, and Preferences Inventory (MVPI). They also completed a bright-side (Hogan Personality Inventory: HPI) and dark-side (Hogan Development Survey: HDS) measure. The aim was to examine age, sex and personality trait correlates of interest in the arts vs sciences. Correlations indicated that the bright-side trait Inquisitive (Openness/Curiosity) was highly correlated with both Arts and Science preferences; with the dark-side trait Imaginative (Schizotypal) being associated with Arts preferences and trait Learning Approach with Science preferences. Two hierarchical regressions (demographics, bright-side, dark-side personality) indicated that, after demographics, bright-side variables could account for 21 % of the variance for arts but 33 % for the sciences. A preference for the arts was associated with low Adjustment and Prudence, as well as being high on Colourful and Imaginative while a science preference was associated with high Inquisitiveness, Learning Approach and Boldness. These findings may inform vocational guidance and personality- based career development strategies.

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艺术与科学领域中动机的人格关联：光明与黑暗的特质视角

总共有2083名成年人通过动机、价值观和偏好量表（MVPI）表明了他们对美学和科学活动的兴趣和动机。他们还完成了光明面（霍根性格调查：HPI）和黑暗面（霍根发展调查：HDS）测量。其目的是研究年龄、性别和人格特征对艺术和科学的兴趣之间的相关性。相关性表明，积极面好奇（开放/好奇）与艺术和科学偏好高度相关；想象力（分裂型）与艺术偏好有关，学习方法与科学偏好有关。两个层次回归（人口统计学、光明面、黑暗面）表明，在人口统计学之后，光明面变量可能占艺术方差的21%，但占科学方差的33%。对艺术的偏好与较低的适应性和谨慎性有关，并且色彩丰富和富有想象力，而对科学的偏好与较高的好奇心，学习方法和大胆有关。这些研究结果可为职业指导和基于个性的职业发展策略提供参考。

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.