不同类型的社会排斥对恶意创造力的影响：自我建构的作用

IF 4.5 2区教育学 Q1 Social Sciences

Thinking Skills and Creativity Pub Date : 2025-04-08 DOI:10.1016/j.tsc.2025.101837

Junsheng Wu , Fengzheng Ma , Jiabin Liu , Lan Jiao

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引用次数: 0

摘要

社会排斥是一种常见的威胁环境，它会给个体带来巨大的社会痛苦，并可能诱发恶意的创造性行为。为了进一步明确社会排斥对个体恶意创造力的影响，本研究基于时间需求-威胁模型和动机性焦点假设进行了两个实验。实验1和实验2分别考察了特质和状态自我解释（独立、相互依赖）对不同类型的社会排斥（被忽视、被拒绝）与恶意创造力之间关系的调节作用。结果显示，独立的个体在被忽视后表现出创造力下降，但恶意增加。相反，相互依赖的个体在被拒绝后表现出更多的独创性，但恶意却减少了。这些发现表明，自我解释塑造了个体对社会排斥的反应，独立的个体对被忽视更敏感，而相互依赖的个体对拒绝更敏感。此外，自我解释影响随后的恶意创造性表现，独立个体比相互依赖的个体更恶意。

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The effects of different types of social exclusion on malevolent creativity: The role of self-construal

Social exclusion is a frequent threatening context that can cause significant social pain to individuals and potentially induce malevolent creative behavior. To further clarify the effects of social exclusion on individuals' malevolent creativity, the present study conducted two experiments based on the temporal need-threat model and the motivated focus hypothesis. Experiments 1 and 2 examined the moderating role of trait and state self-construals (independent, interdependent) on the relationship between different types of social exclusion (being ignored, being rejected) and malevolent creativity, respectively. Results revealed that independent individuals demonstrated diminished originality but heightened malevolence after being ignored. Conversely, interdependent individuals demonstrated increased originality but diminished malevolence after rejection. These findings suggest that self-construal shapes individuals' responsiveness to social exclusion, with independent individuals displaying greater sensitivity to being ignored and interdependent individuals more sensitive to rejection. Furthermore, self-construal affects subsequent malevolent creative performance, with independent individuals being more malicious than interdependent individuals.

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来源期刊

Thinking Skills and Creativity EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.40

自引率

16.20%

发文量

172

审稿时长

76 days

期刊介绍： Thinking Skills and Creativity is a new journal providing a peer-reviewed forum for communication and debate for the community of researchers interested in teaching for thinking and creativity. Papers may represent a variety of theoretical perspectives and methodological approaches and may relate to any age level in a diversity of settings: formal and informal, education and work-based.