Journal of Creative Behavior最新文献

{"title":"The Different Relationships Between Mobile Phone Dependence and Adolescents' Scientific and Artistic Creativity: Self-Esteem and Creative Identity as Mediators","authors":"Qing Wang,&nbsp;Hongfei Xiao,&nbsp;Hao Yin,&nbsp;Jiamin Wei,&nbsp;Shuo Li,&nbsp;Baoguo Shi","doi":"10.1002/jocb.70024","DOIUrl":"https://doi.org/10.1002/jocb.70024","url":null,"abstract":"<div>\u0000 \u0000 <p>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 &lt; 0.52) and with artistic creativity when scores were below its respective breakpoint (mean &lt; 0.54). In contrast, above these breakpoints (mean &gt; 0.52 and &gt; 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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143888971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Power of Brevity: Creativity Judgments in English Language Haiku and Senryu Poetry","authors":"Soma Chaudhuri,&nbsp;Joydeep Bhattacharya","doi":"10.1002/jocb.70018","DOIUrl":"https://doi.org/10.1002/jocb.70018","url":null,"abstract":"<p>Understanding how creativity is judged in brief, structured texts is essential for exploring aesthetic and emotional engagement in minimalist art forms. Haiku and Senryu, two concise poetic genres, provide a unique lens to investigate how creativity is perceived under constraints of brevity. This study examines how readers' subjective experiences of poems, their personality traits, and the structure of their semantic memory networks influence creativity judgments. Fifty-one participants evaluated 140 English-language poems (70 Haiku and 70 Senryu) and 70 nonpoetic control texts in a laboratory experiment. Participants rated each stimulus on aesthetic appeal, vivid imagery, emotionality, originality, and overall creativity. They also completed seven personality assessments, and their semantic memory networks were estimated by a verbal fluency task. We found originality to be the strongest predictor of creativity in both poetic genres. However, the influence of aesthetic appeal and emotionality varied: Haiku balanced aesthetic beauty and emotional resonance, while Senryu prioritized emotional resonance. Personality traits, including the vividness of visual and auditory imagery, significantly influenced creativity judgments. Participants who favored Haiku exhibited more efficient and flexible semantic memory networks. This study provides novel insights into how creativity is evaluated in constrained poetic forms, offering broader implications for creativity in structured art.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70018","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Structuring Electronic Brainstorming Tasks to Improve Group Creativity: How Structuring Serially Can Benefit Idea Elaboration","authors":"Baptiste Van Eeckhout,&nbsp;Nicolas Michinov,&nbsp;Karine Le Rudulier","doi":"10.1002/jocb.70023","DOIUrl":"https://doi.org/10.1002/jocb.70023","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143879747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing Higher Education: Differentiating the Curriculum and Instruction to Foster Mathematical Creativity and Motivation","authors":"Bartu Bingol,&nbsp;Melodi Ozyaprak","doi":"10.1002/jocb.70000","DOIUrl":"https://doi.org/10.1002/jocb.70000","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143865890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thinking on Stage: Exploring Possibilities for the Creative Process in Theater Education","authors":"Thalia R. Goldstein","doi":"10.1002/jocb.70019","DOIUrl":"https://doi.org/10.1002/jocb.70019","url":null,"abstract":"<p>Theater is considered one of the creative arts, and participation has long been tied to such disparate outcomes as creative thinking, empathy, and emotional understanding. Yet research on what actually happens in a theater classroom from a psychological perspective has been lacking. In particular, how thinking strategies beyond improvisation, used in acting classes, may be tied to steps in the creative process has not been well specified theoretically or empirically. Here, I take under consideration established steps of the creative process, and how each could theoretically be linked to the acting habits of mind, eight dispositional-level mindsets foundational to acting classes. Theater classrooms are grounded in being embodied and contained spaces, critical to their success as creative laboratories for performance and student growth. However, questions remain about which students benefit from which types of theater activities, how to bring elements of theater's creativity into other domains and classrooms, and how to best help the transference of skills learned in the theater space to outside the theater space. This theoretical work sets up a path ahead for empirical investigations of how elements of acting classes, used iteratively and in concert with one another, can lead to promoting the creative process and creative thought.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70019","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143861919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human-AI Co-Creativity: Does ChatGPT Make Us More Creative?","authors":"Kelsey Medeiros,&nbsp;David H. Cropley,&nbsp;Rebecca L. Marrone,&nbsp;Roni Reiter-Palmon","doi":"10.1002/jocb.70022","DOIUrl":"https://doi.org/10.1002/jocb.70022","url":null,"abstract":"<p>Much has been made of the apparent capacity for creativity of generative AI. However, as research expands the knowledge base regarding the capabilities and performance of this technology, the prevailing view is shifting away from “AI is creative” and towards a more balanced model of Human-AI co-creativity. Nevertheless, even this paradigm may be impacted by untested assumptions: for example, that generative AI will boost human performance on idea generation tasks. To test that assumption this study primed subjects with lists of words purportedly either from a human or from ChatGPT, and of varying degrees of creativity. Subjects then completed the Divergent Association Task (DAT). The results of this study found no evidence of any difference in divergent thinking resulting from either the source of priming (Human/ChatGPT) or from the level of creativity of the priming (low, typical, and high), <i>with one exception: a low-creativity prime, believed to be from ChatGPT</i>, resulted in lower scores on the DAT compared to other priming conditions. A subsequent regression analysis supported this result, finding only the perceived creativity of the prime to be a weak predictor of DAT scores (in addition to the expected trait of Openness). The consequences of these findings for Human-AI co-creativity are discussed.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70022","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143849290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Creativity as a Paradox: The Interactive Effects of Novelty and Utility on In-Role Performance","authors":"Xuan Fei,&nbsp;Jie Wang,&nbsp;Yue Zhu,&nbsp;Tingting Chen","doi":"10.1002/jocb.70021","DOIUrl":"https://doi.org/10.1002/jocb.70021","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143840660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How and When Does Coworker Knowledge Sharing Influence Employee Creativity? A Moderated Mediation Model","authors":"Soojin Lee,&nbsp;Ji Hoon Lee,&nbsp;Gukdo Byun,&nbsp;Steven J. Karau","doi":"10.1002/jocb.70020","DOIUrl":"https://doi.org/10.1002/jocb.70020","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143831412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Can Leader Affiliative Humor Promote Employees' Bootleg Innovation? A Moderated Chain Mediation Model","authors":"Hui Wang,&nbsp;Min Zhang,&nbsp;Jian Zhu","doi":"10.1002/jocb.70016","DOIUrl":"https://doi.org/10.1002/jocb.70016","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143793335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Differences in Thinking Outside of Box: The Influence of Context-Independent Versus Context-Dependent Thinking Styles on Creative Task Performance","authors":"Wenxia Guo,&nbsp;Etayankara Muralidharan,&nbsp;Saurav Pathak","doi":"10.1002/jocb.70017","DOIUrl":"https://doi.org/10.1002/jocb.70017","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143786718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}