Journal of Creative Behavior最新文献

{"title":"Examining Similarity-Attraction Principle and Intergroup Conflict on Malevolent Creativity Ideation","authors":"Alexis L. d'Amato,&nbsp;Emma Theobald,&nbsp;Madison N. Scott,&nbsp;Joel S. Elson,&nbsp;Samuel T. Hunter","doi":"10.1002/jocb.70027","DOIUrl":"https://doi.org/10.1002/jocb.70027","url":null,"abstract":"<p>Through the lens of the similarity-attraction principle, we conducted a pair of studies to examine how perceived physical similarity influences the role similarity and ingroup affinity drives malevolent creativity ideation. Study 1 (<i>N</i> = 305) participants were assigned to teams using the minimal group paradigm and then were given a social threat scenario by an avatar teammate of varying physical demographics (e.g., gender, race, age). Findings suggest that ingroup affinity and perceptions of physical dissimilarity motivate harmful ideas for retaliation against the threat. Study 2 (<i>N</i> = 73) used an existing conflict between rival university teams and presented participants with a social threat scenario. Participants interacted with a virtual avatar with varying degrees of similarity to themselves. Results indicate that ingroup favoritism motivated both original and harmful ideas, whereas dissimilarity with a teammate was a stronger predictor of harmful ideas than similarity. These findings are further discussed through the lens of balance theory and attitudinal similarity.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70027","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144074478","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":"Along the Convergent–Divergent Continuum: The Role of Task Structure in the PISA Creative Thinking Assessment","authors":"Selcuk Acar,&nbsp;Yuyang Shen","doi":"10.1002/jocb.70029","DOIUrl":"https://doi.org/10.1002/jocb.70029","url":null,"abstract":"<div>\u0000 \u0000 <p>Creativity tests, like creativity itself, vary widely in their structure and use. These differences include instructions, test duration, environments, prompt and response modalities, and the structure of test items. A key factor is task structure, referring to the specificity of the number of responses requested for a given prompt. Classic creativity assessments often use divergent thinking tasks, which allow for multiple responses. In contrast, other measures, such as insight tasks or the Remote Associates Test, require a single correct answer. This distinction suggests that a creativity test's correlates could depend on its placement along the convergent–divergent continuum. The PISA Creative Thinking assessment leans toward the divergent end, as none of its items require a single correct answer. However, it differs from traditional divergent thinking tests by not explicitly instructing participants to generate as many responses as possible. Instead, PISA items allow varying numbers of responses—some requiring one, others two or three. This variation reflects different levels of divergence, with one-response items being more convergent than three-response items. We argue that this difference in task structure should be considered when examining the relationship between PISA creativity scores and factors like academic achievement and socioeconomic status.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905050","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":"Content Validity of Creativity Self-Report Questionnaires From PISA 2022","authors":"B. Goecke,&nbsp;S. Weiss,&nbsp;B. Barbot","doi":"10.1002/jocb.70026","DOIUrl":"https://doi.org/10.1002/jocb.70026","url":null,"abstract":"<p>The present paper questions the content validity of the eight creativity-related self-report scales available in PISA 2022's context questionnaire and provides a set of considerations for researchers interested in using these indexes. Specifically, we point out some threats to the content validity of these scales (e.g., <i>creative thinking self-efficacy</i>, <i>creativity, and openness to intellect</i>) including ambiguity in construct and content definition, construct underrepresentation, or item overlaps between constructs. We then discuss content validity from a theoretical angle, outlining how important is the clarity of content domain definition and corresponding test content, to avoid possible jingle-jangle fallacies in the item sets (e.g., overlap between same/similar items attributed to different constructs) which undermine the utility of resulting scores. We also present approaches for empirically quantifying content validity. In all, this paper calls for a cautious use and interpretation of creativity self-report data in PISA 2022 as it stands. It provides guidance for further examination of the content validity of the creativity-related self-report scales in PISA 2022. Such future efforts are necessary to enhance the validity of inferences made from these self-report scale scores, to optimize their comparability across different research teams and nations, toward a more generalizable use in creativity and education research.</p>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/jocb.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905297","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":"Creative Thinking Assessment Across Cultures: Challenges and Considerations","authors":"Paula Álvarez-Huerta,&nbsp;Alexander Muela,&nbsp;Inaki Larrea","doi":"10.1002/jocb.70025","DOIUrl":"https://doi.org/10.1002/jocb.70025","url":null,"abstract":"<div>\u0000 \u0000 <p>This paper considers the inclusion of creative thinking as an innovative domain within the OECD's PISA (Program for International Student Assessment) and offers a series of reflections on the opportunities and limitations that follow from this. Although this recognition of the importance of creative thinking represents a step forward, the current assessment framework poses inherent risks of standardization. It is argued that a more nuanced and culturally sensitive approach is needed to move beyond a homogenized view of creativity and ensure that assessment fosters rather than limits the creative process. We also highlight how the definition of creative thinking is influenced by factors such as language and cultural values and ideas, all of which must be carefully considered when analyzing the results of these international assessments to preserve the richness of diverse approaches and paradigms. The paper concludes by suggesting the need for alternative, more flexible and multidimensional frameworks that not only enable the assessment of creative thinking but also promote students' all-round development and help to shape more inclusive educational policies that respect cultural diversity and foster creativity in all its forms.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905296","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":"Perception of AI Creativity: Dimensional Exploration and Scale Development","authors":"Yongzhong Yang,&nbsp;Haoran Xu","doi":"10.1002/jocb.70028","DOIUrl":"https://doi.org/10.1002/jocb.70028","url":null,"abstract":"<div>\u0000 \u0000 <p>With the rapid advancement of artificial intelligence (AI), AI creativity has demonstrated significant potential for application across various fields. This study aims to explore the multidimensional characteristics of AI creativity from the audience's perspective and to develop a corresponding measurement scale. Specifically, Study 1 utilized open-ended interviews with audiences of AI-generated creative products and grounded theory-based data coding to construct a theoretical framework of AI creativity perception. This framework encompasses four core dimensions: originality, depth, credibility, and attractiveness. In Study 2, an exploratory factor analysis and confirmatory factor analysis were conducted to develop a scale with high reliability and validity for measuring AI creativity perception, providing empirical support for the multidimensional framework. To further validate the scale's criterion-related validity, Study 3 examined the effect of AI involvement disclosure on creativity perception. The results reveal that audiences hold biases against AI; although AI is perceived to have a significant advantage in enhancing the originality of creative products, it is viewed as less capable in terms of depth, credibility, and attractiveness. This research offers insights into the future development and iteration of AI creativity.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143905051","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 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}