Journal of Creative Behavior最新文献_第7页

The Path and Boundary of the Intra-Team Co-Opetition Relationship Affecting Employee Innovation Behavior: A Moderated Mediation Model 团队内合作竞争关系影响员工创新行为的路径与边界：一个有调节的中介模型

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 创造性的人-任务-情境互动理论

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 恶意创造行为量表-巴西葡萄牙人：跨文化适应和心理测量特性

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 跨文化大学课堂的创造性学习与表达

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

The Impact of Positive Versus Negative Exemplar-Based Instructions on a Creative Writing Task 积极与消极范例指导对创意写作任务的影响

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-03-12 DOI: 10.1002/jocb.70008

Steven E. Stemler, James C. Kaufman

引用次数: 0

How to Make Full Use of Human Unconscious Thought System in Creative Tasks? The Positive Role of Performance Contingent Reward 如何在创造性任务中充分利用人的无意识思维系统？绩效偶然奖励的积极作用

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-02-28 DOI: 10.1002/jocb.70001

Ran Ding, Bo Yang, Xiaolin Mei, Tingni Li

{"title":"How to Make Full Use of Human Unconscious Thought System in Creative Tasks? The Positive Role of Performance Contingent Reward","authors":"Ran Ding, Bo Yang, Xiaolin Mei, Tingni Li","doi":"10.1002/jocb.70001","DOIUrl":"https://doi.org/10.1002/jocb.70001","url":null,"abstract":"<div>\u0000 \u0000 <p>When people are working on creative tasks, they make progress in conscious thought (CT) and unconscious thought (UT) processes. UT occurs outside conscious awareness, and unlike CT, it is independent of working memory resources. Previous studies suggest UT is more influential under certain conditions, known as the UT effect. Typically, these studies utilize a UT paradigm where participants are divided into CT and UT groups: the CT group reflects on the task, while the UT group engages in a distraction. However, UT effect is inconsistent across studies. This study aims to explore the condition under which UT effect works and how to facilitate it. By manipulating performance-contingent reward, this study compared the creativity of UT and CT in reward and non-reward conditions under a modified UT paradigm (<i>N</i> = 179). Creativity was measured by a divergent thinking task (the unusual uses task). Results indicated the fluency and originality in the reward condition were higher than non-reward condition for the UT group. What's more, UT surpassed CT in fluency and originality only in the reward condition. This study extends UT theory and provides insights in maximizing the benefits of UT, enabling individuals to boost creativity without thinking consciously or consuming working memory resources.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513846","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

Artificial Intelligence Assisted Creativity: Conceptualization, Instrument Development and Validation 人工智能辅助创造力：概念化、工具开发和验证

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-02-28 DOI: 10.1002/jocb.70004

Pui Yi Mok, Hsueh-Hua Chuang, Ming-Min Cheng, Thomas J. Smith

{"title":"Artificial Intelligence Assisted Creativity: Conceptualization, Instrument Development and Validation","authors":"Pui Yi Mok, Hsueh-Hua Chuang, Ming-Min Cheng, Thomas J. Smith","doi":"10.1002/jocb.70004","DOIUrl":"https://doi.org/10.1002/jocb.70004","url":null,"abstract":"<div>\u0000 \u0000 <p>Considering the pivotal role of creativity across various eras and the rapid integration of Artificial Intelligence (AI) in both creative processes and education, this study introduces and provides validity evidence for the AI-assisted Creativity Questionnaire (AICQ). This new 16-item instrument aims to quantify human creative potential in AI-assisted endeavors. Initially, a diverse cohort of 322 university students in Taiwan completed the AICQ from November to December 2023. Through exploratory factor analysis (EFA) of responses from this sample, three distinct factors emerged: (1) AI-assisted functional creativity (AIFC), (2) AI-assisted visual artistic creativity (AIVAC), and (3) AI-assisted ideational creativity (AIIC). One item was removed due to cross-loading. Subsequently, in September 2024, 330 university students in Taiwan engaged with both the AICQ and the 28-item Creative Behavior Inventory (CBI). Based on responses from this sample, construct validity evidence for the AICQ was examined using confirmatory factor analysis (CFA), which affirmed that a three-factor model provided a good fit to the data. Gender differences in AICQ scores were found in these subsequent data. Overall, data from participants provided evidence for the reliability as well as convergent, concurrent, and discriminant validity of the scores obtained from the AICQ.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513847","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

PISA 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions PISA 2022创造性思维评估：机遇、挑战和警告

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-02-28 DOI: 10.1002/jocb.70003

Baptiste Barbot, James C. Kaufman

{"title":"PISA 2022 Creative Thinking Assessment: Opportunities, Challenges, and Cautions","authors":"Baptiste Barbot, James C. Kaufman","doi":"10.1002/jocb.70003","DOIUrl":"https://doi.org/10.1002/jocb.70003","url":null,"abstract":"<div>\u0000 \u0000 <p>The OECD's PISA program assesses 15-year-old students globally in key competencies every 3 years, providing influential data on education quality and spurring policy debates. In the latest cycle, the innovation domain focused on creative thinking, assessing over 140,000 students across 60+ countries, in the largest study of adolescent creativity to date. This innovation domain included a cognitive test covering multiple creative thinking processes (generating creative ideas, generating diverse ideas, and evaluating/improving ideas) and creativity domains (written expression, visual expression, social problem-solving, and scientific problem-solving), as well as an extensive survey on factors influencing creativity (such as openness, creative self-efficacy, or growth mindset). While this dataset offers unprecedented research opportunities due to its scale and international scope, challenges arise from its aggregated scoring and complex sampling design. Missteps in using this data in secondary analyses could lead to fragmented and inconsistent findings. This paper provides an overview of the PISA 2022 creative thinking assessment's framework, methods, and findings, highlighting both the potential and the caution needed for impactful creativity research.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513852","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

The Overlooking of Subtractive Changes: Replication and Extension to Stronger Cues and Social Norms 对减法变化的忽视：向更强的线索和社会规范的复制和扩展

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-02-24 DOI: 10.1002/jocb.1535

Adrien Alejandro Fillon, Fabien Girandola, Nathalie Bonnardel, Lionel Souchet

{"title":"The Overlooking of Subtractive Changes: Replication and Extension to Stronger Cues and Social Norms","authors":"Adrien Alejandro Fillon, Fabien Girandola, Nathalie Bonnardel, Lionel Souchet","doi":"10.1002/jocb.1535","DOIUrl":"https://doi.org/10.1002/jocb.1535","url":null,"abstract":"<div>\u0000 \u0000 <p>People systematically overlook subtractive changes and favor additive ones when reporting new ideas. In a first preregistered experiment conducted via the Prolific platform among French adults (<i>N</i> = 477), we replicated experiments 2, 3, and 4 in Adams et al.'s study. We replicated the overlooking of subtraction, as participants reported 1155 additive ideas and only 297 subtractive ideas. Cueing participants (“Remember that you can add things or take them away”) increased the percentage of participants who reported at least one subtractive idea (overall OR = 2.52, improvement condition, <i>ϕ</i> = 0.18, make it worse condition, <i>ϕ</i> = 0.24). In a second experiment conducted to test how the framing of the cue influences the overlook, participants reported more subtractive ideas when they read a subtract-only cue (“remember that you can take things away”), than with a subtract-then-add cue. Results therefore provided empirical support for the overlooking of subtractive changes hypothesis, mitigated by a cue. We also found that norms affected the report of new ideas (descriptive OR = 7.49, injunctive OR = 6.86). Cues and injunctive (but not descriptive) norms were both related to the asymmetry.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481533","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

Two's Company: How Academic Diversity in Dyads Enhances Divergent Thinking 两个人的公司：二人组的学术多样性如何增强发散思维

IF 2.8 2区心理学

Journal of Creative Behavior Pub Date : 2025-02-24 DOI: 10.1002/jocb.1539

Xiaochen Liu, Gregory T. Boldt, Donald J. Leu, James C. Kaufman

{"title":"Two's Company: How Academic Diversity in Dyads Enhances Divergent Thinking","authors":"Xiaochen Liu, Gregory T. Boldt, Donald J. Leu, James C. Kaufman","doi":"10.1002/jocb.1539","DOIUrl":"https://doi.org/10.1002/jocb.1539","url":null,"abstract":"<div>\u0000 \u0000 <p>Group diversity is an active topic in research as studies examine how differences in background, culture, job position, gender, and ethnicity can all impact group creativity. One relatively overlooked component is how diversity in academic knowledge affects group and individual creativity. In this study, 56 graduate students from a research university in the United States were paired into a dyad with another academically similar or diverse student. They then took the Alternate Uses Test (AUT) alone, as a team, and then alone again. The AUT was used to obtain three divergent thinking scores—fluency, flexibility, and originality. The scores were analyzed to determine if graduate students in academically diverse dyads worked better together (and, subsequently, alone) compared to academically similar dyads. The results showed that academically diverse dyads had significantly higher scores on originality for both increases in individual task scores and the team creativity task, as well as higher fluency scores compared to academically similar dyads. In addition, the results suggest that academically similar and diverse dyads demonstrate varying patterns of fluency and originality scores over time. Results indicated that embracing academic diversity can lead to both dyads and, subsequently, individuals being more productive in generating novel ideas.</p>\u0000 </div>","PeriodicalId":39915,"journal":{"name":"Journal of Creative Behavior","volume":"59 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481508","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