Journal of Creative Behavior最新文献

Pathways to Creative Self-Concept in Higher Education: Exploratory Analysis of Academic Engagement Using Partial Least Squares Structural Equation Modeling and Fuzzy-Set Qualitative Comparative Analysis 高等教育中创造性自我概念的途径：利用偏最小二乘结构方程模型和模糊集定性比较分析对学术投入的探索性分析

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-10-08 DOI: 10.1002/jocb.70142

Paula Álvarez-Huerta, Alexander Muela, Inaki Larrea

{"title":"Pathways to Creative Self-Concept in Higher Education: Exploratory Analysis of Academic Engagement Using Partial Least Squares Structural Equation Modeling and Fuzzy-Set Qualitative Comparative Analysis","authors":"Paula Álvarez-Huerta, Alexander Muela, Inaki Larrea","doi":"10.1002/jocb.70142","DOIUrl":"https://doi.org/10.1002/jocb.70142","url":null,"abstract":"<div>\u0000 \u0000 <p>The aim of this study was to examine the associations between engagement and creative self-concept among higher education students, considering relationships between variables and the necessary and sufficient configurations of conditions associated with high levels of creative self-concept. To this end, we employed a hybrid approach based on partial least squares structural equation modeling (PLS-SEM) and fuzzy-set qualitative comparative analysis (fsQCA), combining these symmetrical and asymmetrical methods to integrate variable-centered and configurational perspectives. Participants were 239 final-year undergraduates (60.5% female, 39.0% male, 0.5% non-binary) attending a university in northern Spain. Results indicated that cognitive engagement showed the strongest association with creative self-concept in the PLS-SEM analysis, whereas no single engagement dimension emerged as a necessary condition. The fsQCA identified two alternative configurations associated with high creative self-concept: high collaborative learning combined with high cognitive engagement, and high collaborative learning combined with high affective engagement. These findings suggest that cognitive engagement is the most consistently supported correlate of creative self-concept, while collaborative learning may contribute in combination with different forms of student engagement. From an educational perspective, the results point to the potential value of learning environments that combine cognitive challenge with opportunities for collaboration and positive emotional connection to learning.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 4","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149146230","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

Beyond General Creativity: The Role of STEM-Specific Creative Activities in Shaping Career Interest 超越一般创造力：stem特定的创造性活动在塑造职业兴趣中的作用

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-10-07 DOI: 10.1002/jocb.70141

Peter B. McLemore, Sampoorna Nandi, Michelle Martín-Raugh, Jared B. Kenworthy, Logan L. Watts

{"title":"Beyond General Creativity: The Role of STEM-Specific Creative Activities in Shaping Career Interest","authors":"Peter B. McLemore, Sampoorna Nandi, Michelle Martín-Raugh, Jared B. Kenworthy, Logan L. Watts","doi":"10.1002/jocb.70141","DOIUrl":"https://doi.org/10.1002/jocb.70141","url":null,"abstract":"<p>Despite growing consensus among educators and scholars that creativity is essential to student achievement in science, technology, engineering, and mathematics (STEM) fields, institutions of higher education rarely focus on developing key indicators of student creativity. This study assessed the relationships between student creativity indicators and STEM career interest in 446 undergraduates, controlling for traditional motivators like STEM self-efficacy and outcome expectations, in order to identify those creativity indicators that are most relevant for fostering student motivation to pursue a STEM career. Using hierarchical regression, multiple creative indicators, especially prior engagement in creative math and science activities, emerged as significant predictors of STEM career interest. Interestingly, domain-general creative abilities such as divergent and convergent thinking demonstrated no relationships with STEM career interest, and growth mindset was a statistically significant predictor in the negative direction, suggesting nuanced dynamics in the development of career interests. These findings advocate for the integration of field-specific creative activities in STEM education, as opposed to field-general creative approaches (e.g., divergent thinking training) or exposure to creative activities in non-STEM domains (e.g., performance arts), and they highlight the potential for innovative pedagogical approaches.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 4","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70141","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100208","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

Creativity Under Pressure: A Case Study of Drug Cartel Innovation 压力下的创造力：以贩毒集团创新为例

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-10-07 DOI: 10.1002/jocb.70139

Isaac J. Moelter, Ares Boira-Lopez, Sam Hunter, Amanda Moeller

{"title":"Creativity Under Pressure: A Case Study of Drug Cartel Innovation","authors":"Isaac J. Moelter, Ares Boira-Lopez, Sam Hunter, Amanda Moeller","doi":"10.1002/jocb.70139","DOIUrl":"https://doi.org/10.1002/jocb.70139","url":null,"abstract":"<p>This article examines drug cartels as creative, innovation-driven organizations rather than solely violent criminal enterprises. Building on creativity research applied to terrorist groups, we use a qualitative case study approach—drawing from news reports, official documents, open-source materials, and academic work—to analyze 10 cases of cartel innovation across tactical, strategic, and organizational domains. The cases show that cartel innovation is a systematic, adaptive process shaped by constraints, competition, and environmental pressures. Cartel problem-solving aligns with core phases of the creative process, from identifying problems to generating, testing, and refining solutions. Innovation is further enabled by organizational learning, the recruitment of external talent (such as engineers or trained soldiers), the repurposing of everyday technologies, and diversification into new markets. Enforcement constraints often act as creative catalysts, pushing groups toward more sophisticated adaptations. Integrating creativity and innovation theory into the study of organized crime offers both explanatory and practical value. Viewing cartel tactics as outputs of an underlying innovation system highlights opportunities to disrupt creative processes in the initial stages rather than only reacting to their outcomes. The article concludes by outlining implications for anticipating criminal innovation and suggesting directions for future empirical research on creativity within criminal organizations.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 4","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70139","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100209","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

Thinking on Paper: Exploring the Role of Journaling in the Creative Process of Screenwriting 纸上思考：探索日记在剧本创作过程中的作用

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-10-07 DOI: 10.1002/jocb.70138

Margaret McVeigh, Andreia Valquaresma

{"title":"Thinking on Paper: Exploring the Role of Journaling in the Creative Process of Screenwriting","authors":"Margaret McVeigh, Andreia Valquaresma","doi":"10.1002/jocb.70138","DOIUrl":"https://doi.org/10.1002/jocb.70138","url":null,"abstract":"<div>\u0000 \u0000 <p>Journaling is widely used in therapy and education to structure thought, deepen reflection, and document process, but its role in screenwriting, particularly within pedagogy sequenced to Wallas's stages, is under-examined. We studied stream-of-consciousness journaling in a 4-week, stage-aligned screenwriting elective. Thirty second-year students (three 3-h sessions/week × 4 weeks) completed weekly 20-min digital journals guided by four prompts; uploads to the course platform earned completion credit, preserving candor. The corpus comprised 109 entries. Using reflexive thematic analysis with the sentence as the unit, we interpreted journals by week aligned to stages: Week 1 Inspiration & Envisioning; Week 2 Research & Insight; Week 3 Writing & Flow; Week 4 Shaping & Sharing. We identified nine roles: reflective practice; perspectives on journaling; challenges to creativity/journaling; relation to self; emotions/feelings; cognitive scaffolding/organization; perspectives on creativity; scriptwriting-specific processes; and week-level shifts. Weeks 1–2 highlighted reflective support and process orientation; Week 3 foregrounded difficulty and negative affect during drafting; Week 4 emphasized sustaining the practice and growing confidence, with peer feedback. Students' entries support the idea of journaling as a form of “thinking on paper,” through which they described metacognitive monitoring, affect regulation, and idea organization, consistent with nonlinear accounts of Wallas and incubation. Implications span stage-aligned pedagogy, creative identity, and reflective practice design.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 4","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149100207","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

Idea Evaluation: Can Training Facilitate the Recognition of Creative Ideas? 创意评估：培训能促进创意的识别吗？

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-09-16 DOI: 10.1002/jocb.70136

Roni Reiter-Palmon, Shane McFeely, Gina Ligon

{"title":"Idea Evaluation: Can Training Facilitate the Recognition of Creative Ideas?","authors":"Roni Reiter-Palmon, Shane McFeely, Gina Ligon","doi":"10.1002/jocb.70136","DOIUrl":"https://doi.org/10.1002/jocb.70136","url":null,"abstract":"<p>Wallas suggests a number of cognitive processes associated with creativity, including the process of verification. Accurately evaluating creative ideas is a complex skill that often requires deep domain expertise or extensive training. This study examined whether better training methods can effectively enhance the accuracy of creativity ratings. Using a 2 (training: with practice and feedback vs. no practice) × 3 (rating rubric quality: low, moderate, high) between-subjects design, novice raters (<i>N</i> = 216) evaluated solutions to an ill-defined problem previously scored by expert judges. Rating accuracy was defined as the correspondence between participant and expert ratings on dimensions of originality and quality. Results indicated that participants who received practice and feedback during training, and those provided with more descriptive rating rubrics, demonstrated significantly greater accuracy in judging solution quality. However, these effects did not extend to originality ratings. Findings suggest that better rater training can improve aspects of creativity assessment, particularly when it includes opportunities for guided practice and detailed evaluation criteria. Implications for creativity assessment and scalable training methods are discussed.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 3","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70136","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994015","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

Fostering the Creative Process Using the Wallas Model: A Case Study Conducted Among Pupils in Craft Design Education 利用Wallas模式培养学生的创作过程：以工艺设计教育为例

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-09-14 DOI: 10.1002/jocb.70135

John Didier, Guillaume Massy, Frédérique Vuille, Nicolas Bonzon

{"title":"Fostering the Creative Process Using the Wallas Model: A Case Study Conducted Among Pupils in Craft Design Education","authors":"John Didier, Guillaume Massy, Frédérique Vuille, Nicolas Bonzon","doi":"10.1002/jocb.70135","DOIUrl":"https://doi.org/10.1002/jocb.70135","url":null,"abstract":"<p>Following on from the modeling of the creative process developed by Wallas in the early 20th century, this study examines the creative processes of pupils aged 10–12 and focuses on the sequence of various cognitive activities involved in school-based object projects. Drawing on theoretical models of the creative process and the multivariate approach, the aim of this study is to understand the relationship between the activities observed and the stages of Wallas' model, as well as how the type of task influences the outcome. Forty-one pupils attending school in French-speaking Switzerland were divided into two groups and carried out two separate projects over 6 weeks (a stop-motion film and a school box). To record their actual cognitive activity, the pupils completed the Creative Process Report Diary at the end of each lesson. This self-observation tool records both process activities and cognitive and emotional factors. The results of this longitudinal study reveal that the pupils' creative process corresponds to the stages of the creative process defined by Wallas. However, we observe certain specific features, such as dynamic and iterative sequences between stages. Furthermore, the analyzes highlight the influence of the nature of the task on the density (quantity) and variety (alignment) of transitions. These observations confirm the sustainability of the model proposed by Wallas and encourage future research on the development of the creative process in compulsory school education.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 3","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70135","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148994058","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

Conformity and Creativity in Conflict: Cognitive Pluralism and the Reimagining of Educational Aims 冲突中的从众与创新：认知多元化与教育目标的重新构想

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-08-25 DOI: 10.1002/jocb.70133

Kerwin Xiang Liao

{"title":"Conformity and Creativity in Conflict: Cognitive Pluralism and the Reimagining of Educational Aims","authors":"Kerwin Xiang Liao","doi":"10.1002/jocb.70133","DOIUrl":"https://doi.org/10.1002/jocb.70133","url":null,"abstract":"<div>\u0000 \u0000 <p>Formal education is widely understood as a system for cultivating knowledge and human potential. Yet its structural logic often privileges conformity, standardization, and the efficient reproduction of established knowledge—paradoxically suppressing the very cognitive dispositions that underpin creativity, originality, and flexible thought. This paper revisits the tension between conformity and creativity from a philosophical perspective, examining how institutional designs systematically reward one mode of cognition while marginalizing others. We develop a pluralistic model of learning that distinguishes competence-oriented from creativity-oriented development—associated respectively with structural and Gestalt cognitive orientations—while treating these not as fixed learner types but as complementary tendencies that most learners combine and that a well-designed system should cultivate together. In response to the asymmetry of current systems, we propose a normative theory of cognitive pluralism, which reimagines education not as a mechanism of selection but as an ecosystem of developmental cultivation. Because creativity is not intrinsically benign, we further argue that its cultivation must be tempered by wisdom—directed toward transformative and ethically responsible ends rather than novelty for its own sake. We conclude by outlining implications for curriculum architecture, teacher formation, and institutional reform, and by identifying directions for interdisciplinary research bridging education, philosophy, and cognitive theory.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 3","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148848906","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

Developing Scientific Creativity in Digital Game Environments: A Framework and Tutorial for Application to Game Design 在数字游戏环境中发展科学创造力：应用于游戏设计的框架和教程

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-08-25 DOI: 10.1002/jocb.70134

Richard Scott, Meihua Qian, Qianyi Gao, Karim Salem, Zhehan Zhang, Haley Congdon

引用次数: 0

Exploring Human-LLM Collaboration for Creativity Through the Lens of Concepts 通过概念的镜头探索人类-法学硕士合作的创造力

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-08-13 DOI: 10.1002/jocb.70132

Honghong Bai, Peng Cheng, Jingyi Duan, Kaiping Peng, Song Tong

{"title":"Exploring Human-LLM Collaboration for Creativity Through the Lens of Concepts","authors":"Honghong Bai, Peng Cheng, Jingyi Duan, Kaiping Peng, Song Tong","doi":"10.1002/jocb.70132","DOIUrl":"https://doi.org/10.1002/jocb.70132","url":null,"abstract":"<p>We conducted a theoretical exploration into how human-LLM collaboration can facilitate the emergence of creativity through the lens of <i>concepts</i>—a notion that is central in the philosophical discussions regarding human knowledge creation. Kant considers concepts to be an epistemological tool that transforms people's perceptual, intuitive experiences into knowledge, while Hegel further postulates that concepts have a broader, ontological meaning: through concepts, individuals' experiences are socialized to a collective level, becoming part of the external world which, in turn, can be experienced and learned by others. Specifically, we first reviewed the philosophical discussions revolving around concepts and discussed how creativity is reflected in and can be facilitated through concept generation. We then reviewed the development of artificial intelligence and mapped it onto the development of human intelligence. We identified the commonalities and unique strengths of humans (providing drive to start and constraints to stop based on human embodiment) and artificial intelligence (carrying out extensive exploration of new concepts to supply potential options for reaching a creative goal). Based on these insights, we proposed a hybrid cycle of concept generation as a general framework or working approach to achieve <i>human-AI creativity</i>—a form of creativity that humans alone cannot reach.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 3","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70132","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753424","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

Synergistic Effects of Collaboration and Problem Construction in Creative Problem-Solving: An Experimental Study Comparing Collaborative Work in Three-Person Groups With Individual Work 创造性问题解决中协作与问题建构的协同效应：三人小组协作与个人协作的实验研究

IF 4.1 2区心理学

Journal of Creative Behavior Pub Date : 2026-08-10 DOI: 10.1002/jocb.70131

You Takatsu, Takayuki Goto, Roni Reiter-Palmon

{"title":"Synergistic Effects of Collaboration and Problem Construction in Creative Problem-Solving: An Experimental Study Comparing Collaborative Work in Three-Person Groups With Individual Work","authors":"You Takatsu, Takayuki Goto, Roni Reiter-Palmon","doi":"10.1002/jocb.70131","DOIUrl":"https://doi.org/10.1002/jocb.70131","url":null,"abstract":"<p>This study examined whether the effects of problem construction on creative problem-solving differed between individuals and groups. A 2 (collaboration: individual vs. three-person group) × 2 (problem construction: present vs. absent) between-participants experiment was conducted on 175 university students who solved an ill-defined problem. We assessed creative outcomes (solution originality and usefulness) and process measures (fluency and flexibility of problem restatements and ideas). The results revealed that problem construction did not enhance the originality or usefulness of final solutions. However, this increased the number and diversity of generated ideas, particularly in groups. Groups engaging in problem construction produced more problem restatements than individuals. Furthermore, mediation analysis indicated that part of the group advantage in idea fluency was explained by their greater production of problem restatements. These findings suggest that problem construction in groups activates more diverse problem representations, which stimulate idea generation. Overall, collaboration and problem construction synergistically boosted idea productivity but did not improve the creativity of final solutions.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"60 3","pages":""},"PeriodicalIF":4.1,"publicationDate":"2026-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70131","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148753045","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