Journal of Creative Behavior最新文献

Cultural Differences in Thinking Outside of Box: The Influence of Context-Independent Versus Context-Dependent Thinking Styles on Creative Task Performance

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-04-07 DOI: 10.1002/jocb.70017

Wenxia Guo, Etayankara Muralidharan, Saurav Pathak

引用次数: 0

A Creativity Navigator to Guide Teaching for Creativity: Implementation and Teacher Impacts in a Creativity Collaborative of Schools

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-04-03 DOI: 10.1002/jocb.70005

Paul T. Sowden, Frances Warren, Marnie Seymour, Clare Martin, Anna Kauer, Ellen Spencer, Sandra Mansfield, Judy Waite

{"title":"A Creativity Navigator to Guide Teaching for Creativity: Implementation and Teacher Impacts in a Creativity Collaborative of Schools","authors":"Paul T. Sowden, Frances Warren, Marnie Seymour, Clare Martin, Anna Kauer, Ellen Spencer, Sandra Mansfield, Judy Waite","doi":"10.1002/jocb.70005","DOIUrl":"https://doi.org/10.1002/jocb.70005","url":null,"abstract":"<p>While creativity has traditionally been linked to arts education, the importance of developing the ability to think creatively across the school curriculum has grown in prominence (James et al. 2019), reflected by its inclusion in OECD PISA 2022 for the first time (OECD, 2024). Creativity enables learners to thrive in a rapidly evolving workplace, with increasing AI integration, and where the ability to solve novel problems with effective solutions is emphasized by employers (WEF, 2023). We present a new <i>Creativity Navigator</i> framework of teaching for creativity (TfC), which integrates creative metacognition, cognitive processes, dispositional models, and creative climate research. Importantly, the framework was co-developed by teachers and researchers, enabling its implementation through a three-year Creativity Collaborative involving 16 schools, where intervention group teachers used it to plan TfC across subjects. Implementation included a multilayered approach addressing context, leadership, knowledge, agency, and pedagogies needed to embed TfC. Pre-post comparisons between intervention and non-intervention teachers revealed significantly higher scores for intervention teachers at the project endpoint in eight out of nine outcome measures, relating to TfC confidence and efficacy, creativity growth mindset, self-perceived everyday creativity, and metacognitive knowledge. Findings indicate that our approach effectively supports teachers' practice of TfC in schools.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143762099","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}

引用次数: 0

Am I Still Creative? The Effect of Artificial Intelligence on Creative Self-Beliefs

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-04-01 DOI: 10.1002/jocb.70011

Angela Faiella, Aleksandra Zielińska, Maciej Karwowski, Giovanni Emanuele Corazza

{"title":"Am I Still Creative? The Effect of Artificial Intelligence on Creative Self-Beliefs","authors":"Angela Faiella, Aleksandra Zielińska, Maciej Karwowski, Giovanni Emanuele Corazza","doi":"10.1002/jocb.70011","DOIUrl":"https://doi.org/10.1002/jocb.70011","url":null,"abstract":"<p>The advent of Artificial Intelligence (AI) is reshaping society, highlighting the need to better understand its implications for human creativity. This investigation explores the relationship and differences between people's general creative self-beliefs and their creative self-beliefs in an AI-specific context (i.e., while using AI tools). It further investigates the role played by AI-specific creative self-beliefs and AI-augmented creative activity for creative achievement. In a study on Prolific panel members (<i>N</i> = 273), we found that people's general creative self-beliefs were notably higher than their AI-specific beliefs (<i>d</i> = 0.75). Moreover, the relationship between general and AI-specific creative self-beliefs followed a necessary-yet-not-sufficient pattern; feeling creative in AI settings was unlikely when general creative self-beliefs were low, yet strong general creative self-beliefs did not guarantee feeling creative when using AI. Finally, although general creative self-beliefs were both directly and indirectly (via creative activity) positively associated with creative achievement, AI-specific beliefs were only indirectly linked to achievement via AI-augmented creative activities, with more puzzling direct links observed. We discuss the implications of these findings and offer some future research avenues.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70011","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143741274","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}

引用次数: 0

A Longitudinal Teacher Case Study on the Development of Creative Self-Regulation and Agency

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-28 DOI: 10.1002/jocb.1534

Ross C. Anderson

{"title":"A Longitudinal Teacher Case Study on the Development of Creative Self-Regulation and Agency","authors":"Ross C. Anderson","doi":"10.1002/jocb.1534","DOIUrl":"https://doi.org/10.1002/jocb.1534","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143717149","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}

引用次数: 0

Exploring the Relationships Among Little-C, Big-C, and Divergent Thinking: A Resting-State fMRI Study

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-26 DOI: 10.1002/jocb.70014

Xiaojin Liu, Zhenni Gao, Xinuo Qiao, Xintong He, Wen Liu, Naiyi Wang

{"title":"Exploring the Relationships Among Little-C, Big-C, and Divergent Thinking: A Resting-State fMRI Study","authors":"Xiaojin Liu, Zhenni Gao, Xinuo Qiao, Xintong He, Wen Liu, Naiyi Wang","doi":"10.1002/jocb.70014","DOIUrl":"https://doi.org/10.1002/jocb.70014","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707200","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}

引用次数: 0

Linking Multitasking to Creative Process Engagement Through Psychological Detachment: Temporal Leadership as a Moderator

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-24 DOI: 10.1002/jocb.70015

Jianfeng Yang, Peng Xie, Hui Tang, Yanhui Hou, Xiaodong Ming

引用次数: 0

The Path and Boundary of the Intra-Team Co-Opetition Relationship Affecting Employee Innovation Behavior: A Moderated Mediation Model

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-20 DOI: 10.1002/jocb.70012

Min Zhang, Jinyu Zhang, Siyu He, Xiang Li, Xufan Zhang

{"title":"The Path and Boundary of the Intra-Team Co-Opetition Relationship Affecting Employee Innovation Behavior: A Moderated Mediation Model","authors":"Min Zhang, Jinyu Zhang, Siyu He, Xiang Li, Xufan Zhang","doi":"10.1002/jocb.70012","DOIUrl":"https://doi.org/10.1002/jocb.70012","url":null,"abstract":"<div>\u0000 \u0000 <p>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.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689195","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}

引用次数: 0

PTSI: A Person × Task × Situation Interaction Theory of Creativity

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-20 DOI: 10.1002/jocb.70010

Robert J. Sternberg

{"title":"PTSI: A Person × Task × Situation Interaction Theory of Creativity","authors":"Robert J. Sternberg","doi":"10.1002/jocb.70010","DOIUrl":"https://doi.org/10.1002/jocb.70010","url":null,"abstract":"<p>This article presents the PTSI (Person × Task × Situation Interaction) theory of creativity. The theory deals with the creative person, the deployment of creativity in tasks, the ecological context in which this deployment takes place, and the types of creative products that result. The theory draws upon a wide range of previous work. The article opens with an introduction to some major issues. Then it moves on to a review of past theoretical frameworks for understanding creativity. Next, it reviews various theories and models of creativity. Finally, it presents the PTSI theory. The attributes of the person system are personality, thinking styles, attitudes, cognitive processes, and knowledge. The task system represents the extent to which different aspects of a task encourage or discourage creative work. The situational context involves different hierarchically embedded levels of ecological context. The interaction between person, task, and situation produces different deployments of creativity and different types of creative contributions. After the theory is described, its motivation and then some of its strengths and weaknesses are considered, and future research is suggested to test the PTSI theory. The theory offers a somewhat more comprehensive view of creativity than many theories in the past have.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689194","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}

引用次数: 0

Malevolent Creativity Behavior Scale-Brazilian Portuguese: Cross-Cultural Adaptation and Psychometric Properties

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-13 DOI: 10.1002/jocb.70009

Eliana Santos de Farias, Bruno Bonfá-Araujo, Tatiana de Cassia Nakano, Carolina Rosa Campos

引用次数: 0

Creative Learning and Expression in College Classrooms Across Different Cultures

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-12 DOI: 10.1002/jocb.70013

Carol A. Mullen

{"title":"Creative Learning and Expression in College Classrooms Across Different Cultures","authors":"Carol A. Mullen","doi":"10.1002/jocb.70013","DOIUrl":"https://doi.org/10.1002/jocb.70013","url":null,"abstract":"<div>\u0000 \u0000 <p>Creativity and learning have long been connected in scholarship, with emphasis on developing and facilitating personal creativity. For this Fulbright-sponsored, exploratory qualitative study, I aimed to understand how college students construct meaning of creativity where contextual constraints exist using Kaufman and Beghetto's Four C Model of Creativity. Based on an international case study, the research question was, What forms of student creativity might emerge in constrained college classroom environments? I describe creativity concepts and provide an application from my program Creativity Under Duress in three countries. Methodologies were adapted from educational psychology to discover whether creative expression could manifest in difficult situations. Undergraduate and graduate students (<i>N</i> = 152) in education and humanities courses participated in four creative activities: written response to prompts, personal creativity essay, 3D paper poster, and 4-Cs presentation script. Student responses to my intervention paradoxically showed genuine creative engagement despite high-pressure, test-driven contexts and with time limits on each activity. This was the greatest outcome associated with revealing creativity in classrooms across different cultures.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143602642","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}

引用次数: 0