When criticism helps: The interaction effects of constructive feedback and intrinsic motivation on preschool children’s creativity

Abstract

Constructive feedback is commonly used to support young children’s learning, but its effects on creativity may vary depending on learners’ motivational characteristics. This study investigated how different types of constructive feedback influence preschool children’s creativity, and whether this effect is moderated by their level of intrinsic motivation. A total of 130 preschool children (M_age = 5.97 ± 0.25 years) participated and were first assessed for intrinsic motivation and baseline creativity. They then completed an alternative uses task while receiving one of three feedback types: constructive positive, constructive negative, or no feedback. Creative performance was evaluated based on fluency and originality. Results revealed a significant interaction effect on originality, showing that constructive negative feedback enhanced originality more than constructive positive or no feedback, particularly for children with higher intrinsic motivation. No significant interaction effect was found for fluency. These findings highlight the importance of tailoring feedback strategies to children’s motivational states and suggest that, when thoughtfully delivered, constructive negative feedback can foster originality in highly motivated preschool children. Limitations and future directions are discussed.