社会动机与“自我-他人”对创造性表现的影响

以往研究发现个体为自己和为他人的创造表现存在差异,但研究结论不一致。另外,考虑到社会动机是影响“自我-他人”表现的重要因素,本研究采用2（社会动机：亲社会、利己）×2（“自我-他人”：自我、他人）混合实验设计,考察社会动机与“自我-他人”如何来影响创造性表现。结果发现,亲社会组创造性表现的新颖性、有效性和总分均高于利己组,支持了动机性信息加工理论。自我组在创造性表现的新颖性和总分上高于他人组,这与解释水平理论的观点不一致。矛盾的原因可能是在东方“紧”文化背景下,人们按照社会认可的价值体系来为他人创造时,人们对新颖性的态度是谨慎的,因此为自我创造比为他人创造更加新颖。     

Personal Characteristics that Distinguish Creative Scientists from Less Creative Scientists

What are the personal characteristics that distinguish the creative scientist from the less creative scientist? This study used the concept of implicit theory in a four‐part study of scientists and graduate students in science. In the first part, we collected 1382 adjective words that describe the personal characteristics of the creative scientist from 354 scientists. In the second part of the study, 542 additional scientists assessed these adjectives. We determined that the personal characteristics of the creative scientist fit into four factors: personality, thinking ability, research ability, and uniqueness. In the third part of the study, we found that the concepts of thinking ability and uniqueness would positively predict 221 graduate students' self‐perceived creativity, and research ability would positively predict their creative motivation. The last part of the study involved having 283 creative scientists and 264 less creative scientists from 30 research institutions rated by three colleagues on the above four factors. A logistic regression found that thinking ability was best able to identify creative scientists while personality best predicted less creative scientists.     

Assessing the Development of Relationships: A New Measure

This paper describes the development and application of a procedure (The Relationship World Index) to measure the development of intimate relationships. Grounded in symbolic interaction theory, the Relationship World Index is a measure of agreement on important aspects of relationships between members of intimate dyads. The development of the measure was guided by assumptions inherent in symbolic interactionism that predict the emergence of a shared construction of reality that bonds relationship members. Research results are presented providing evidence for the reliability and validity of the measure.     

研究生创造性动机的研究

创造性动机是促使个体的创造能力从潜在状态转化为现实状态的动力。本研究以研究生为被试,修订工作倾向问卷(WPI),采用修订后的WPI考察研究生创造性动机的结构和特征。结果表明:研究生创造性动机处于中等偏高水平;专业对创造性动机的影响非常显著;性别对创造性动机的影响不显著;31~35岁研究生的创造性动机最强;4-6年工龄的研究生创造性动机水平最高;一年级研究生创造性动机水平最高。     

In Search of the Creative Personality

Conceptual maps of occupational interests and environments, traits, and psychosocial motives were used in a search for general features of creative personality. Creative individuals seem to be concentrated in artistic and investigative occupations. In the samples surveyed, individuals in different arts and investigative fields differed considerably in personality traits, and the more creative did not differ from the less creative in the same ways across samples. The power motive generally may be important, but research to show this is lacking. Nevertheless, creative individuals were found to share strong symbolic interests, independence, and high aspirations. Viewing them as self-oriented rather than other-oriented is consistent with the above findings and with their love of work and difficulty in relationships; it points to transcendence of the self as a common moral problem. Implications for research on the creative personality include the importance of attention to the development of symbolic interests and to our projections of power on the creative individual.     

Narrative and Paradigmatic Thinking Styles in Creative Writing and Journalism Students

How do creative writing students and journalists differ in their thinking styles? To investigate this question, 81 undergraduate participants (41 creative writing students and 40 student journalists) were asked to write sentences in response to a series of photographs. Their responses were then scored according Bruner's theory of Narrative and Paradigmatic thought. In addition, these students were assessed on the NEO Personality Inventory — Revised (Costa & McRae, 1992) to measure personality, the Work Preference Inventory, College Student Version (Amabile, 1995) to measure motivation, and the Mental Self‐Government Thinking Styles Inventory (Sternberg & Wagner, 1991) to measure a different theory of thinking styles. As hypothesized, creative writers scored significantly higher than journalists on Narrative thought, but an interaction occurred on Paradigmatic thought. Male journalists significantly outscored male creative writers, but a non‐significant trend in the opposite direction was observed for females; these results stayed significant when personality and motivation factors were controlled.     

Creative personality in schizophreniform disorder.

This paper sets forth the contention that a schizophreniform disorder can enhance creativity. Given the usual brief duration of no more than six months, this disorder may enable the resilient ego of a creative person to descend temporarily into the symbolic sea of the unconscious. With such broadening of the person's symbolic experience in the unconscious, in the postpsychotic period the person may be able to forge symbols into novel concepts through a cohesive ego restored to homeostasis.     

From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes,Growth Mindset,and Creative Achievement

Research has demonstrated that implicit theories of creativity are crucial in shaping an individual’s behavior and real‐life decisions toward being creative. The present study proposed and examined the underlying mechanisms of how two kinds of implicit theories—the growth mindset of the creative self and the stereotype of creative others—are associated with creative achievements through the mediating role of creativity motivation. Participants were 606 undergraduate students who were enrolled in an education major in two universities in China. Overall, the study found that Chinese students held a positive image toward a creative student, regarding him or her as highly competent, warm, and popular. Student perceptions of a creative other were positively related to their growth mindset of creativity. Moreover, results verified both the mediating role of creativity motivation on growth mindset, as well as the effect of positive stereotyping of the creative other on students’ creative achievement. These findings point to promising creativity motivation strategies including the cultivation of a malleable view of creativity and of creative role models, that may, in turn, promote creative achievement by encouraging students to do, learn, and accomplish new things.     

Using Daily Creativity Planning to Promote Creative Behavior

Research has demonstrated that on the path from a creative idea to a creative outcome, high creativity motivation and self-efficacy do not necessarily lead to creative behavior. The present study proposed and examined the notion that daily creativity planning could promote creative behavior and contribute to the cultivation of creativity. A total of 77 middle school students (39 students in the experimental group and 38 in the control group) participated in this study, for which a quasi-experimental design was administered. The experimental group conducted a two-week daily planning for creative activities, while the control group did not conduct any intervention. The results showed that students' creativity motivation and creative self-efficacy were at relatively high levels overall and were positively and moderately correlated with creative behavior. Daily planning could effectively facilitate students' creative behavior. These findings point to a promising and simple creativity enhancement strategy for cultivating students to develop the habit of making creative plans in their daily lives.     

创造性人格与员工创造力:一个被调节的中介模型研究

本文基于动机行动和成就动机理论,构建一个被调节的中介模型以检验创造性人格对员工创造力产生的作用机理。以251套来自主管-下属配对的问卷数据为样本,实证分析结果表明:创造性人格可预测员工创造力产生,学习目标导向与绩效证明目标导向在两者之间起部分中介作用;内在动机能够强化个体目标导向对创造力的作用,并显著正向调节创造性人格对员工创造力的间接效应。最后,论文讨论了研究发现对员工创造力产生的理论和实践意义。     

Goal Structures in Creative Motivation

Our culture, as reflected in the creativity literature, has focused on products and productivity. We know relatively little about motives related to other creativity goals or to multiple-goal structures. We studied differences in goal structures between high and low creative individuals, across creative and routine situations, in four categories: person, process, situation, product. Creativity potential was assessed with a composite of four scales. Goal structures in creative and routine situations were assessed with a self-report measure. Nearly all subjects used all four goal categories to describe their motivation in both situations. Only about 34% of subjects' motivation was product-related. There were several differences between high and low creatives: (a) high creatives made more use of the full range of goal categories; (b) in creative situations, high creatives put more emphasis on person and less on product; (c) they also put less emphasis on product than low creatives did in either situation; (d) high creatives reported significantly higher motivation than low creatives in both situations.     

Teacher's Encouragement on Creativity,Intrinsic Motivation,and Creativity: The Mediating Role of Creative Process Engagement

Drawing on Dewey's pragmatic perspective on talent cultivation and previous research on promoting employee creativity in industry, this study investigates student creativity performance in relation to teacher's encouragement, intrinsic motivation, and creative process engagement. Based on survey data collected from 140 vocational high school students who participated in a nation‐wide contest in Taiwan, path analyses were performed using structure equation modeling techniques. The results indicate that both teacher's encouragement and intrinsic motivation have a significant, although indirect, effect on student creativity, and that creative process engagement, as opposed to teacher encouragement or intrinsic motivation, has a direct and significant mediating effect on student creativity. This finding is in partial agreement with prior research which reports student creativity is positively associated with teacher encouragement and intrinsic motivation, highlighting the mediating role of creative process engagement in facilitating student creative performance.     

Rhetoric,reasonableness and ethics: An essay on Perelman

The article deals with an interpretation of the work of Ch. Perelman. The author tries to determine the meaning of reasonableness in a hermeneutical and anthropological perspective. He then places the work of Perelman in the light of the theory of symbolic interactionism of G.H. Mead.     

The Effect of Intrinsic Motivation on the Affect and Evaluation of the Creative Process Among Fine Arts Students

The main aim of this study was to gain a deeper understanding of the effect of intrinsic motivation on affect, subjective evaluation, and the creative process of young artists. Relations between motivation, affect, and evaluation were treated as a dynamic process and measured several times. The unique contribution of this study is that it concerned not only the effect of intrinsic motivation on the final result of creativity, but also changes in subjective evaluation and affect of the intermediate results at consecutive stages of the creative process. Thirty-six female fine arts students participated in the experiment. The creative task (collage making) was sampled on 3 occasions: after 5 min, 10 min, and at the end of the activity. Intrinsic and extrinsic motivations were induced by 2 types of instruction. The creative products were assessed by 13 judges in accordance with the consensual assessment technique. Intrinsically motivated art students experienced significantly higher levels of positive affect in the creative process and evaluated their performance significantly higher than extrinsically motivated students. The distribution of collage creativity scores suggests that there may be a complex effect of motivation on creativity among fine arts students. The study sheds new light on the effect of intrinsic motivation on evaluation, affect and product creativity.     

Effects of Explicit Instructions,Metacognition, and Motivation on Creative Performance

Effects of explicit instructions, metacognition, and intrinsic motivation on creative homework performance were examined in 303 Chinese 10th-grade students. Models that represent hypothesized relations among these constructs and trait covariates were tested using structural equation modelling. Explicit instructions geared to originality were positively related to originality of homework, but not to fluency/flexibility of homework. Participants with high intrinsic motivation for creative work scored higher on originality as well as fluency/flexibility of homework, whereas intrinsic motivation for challenging work had an inverse effect on creative homework. Theoretical claims on the relation between explicit instructions and metacognitive activities and between the latter and creative performance were not supported by this study. The degree of explicitness of instructions and the nature of the tasks were discussed in relation to the findings on the effect of explicit instructions. Further, the difference of creative process involved in the production of original versus fluent/flexible creative performance and the difference in the two types of intrinsic motivation and their effects on creative performance were discussed based on various studies including brain activities. Implications of the findings for the Chinese education system were discussed.     

Identity theory and personality theory: mutual relevance

Some personality psychologists have found a structural symbolic interactionist frame and identity theory relevant to their work. This frame and theory, developed in sociology, are first reviewed. Emphasized in the review are a multiple identity conception of self, identities as internalized expectations derived from roles embedded in organized networks of social interaction, and a view of social structures as facilitators in bringing people into networks or constraints in keeping them out, subsequently, attention turns to a discussion of the mutual relevance of structural symbolic interactionism/identity theory and personality theory, looking to extensions of the current literature on these topics.     

科技人员创造动机与创造力的研究

本研究初步探讨了我国科技人员创造动机与创造力的关系及其基本特征。 1 74名科技人员回答了成就目标、内部动机与外部动机、创造动机和创造力问卷。研究结果表明我国科技人员有较高的创造力和创造动机水平 ,在动机中内部动机水平最高。在动机与创造力的关系上 ,内部动机对创造力的直接与间接影响均达到了显著水平 ,外部动机对创造力的负面影响没有达到显著水平 ,任务目标对创造力无影响 ,自我目标对创造力的积极影响未达到显著水平。     

The Contribution of Personality Traits,Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics

The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and consciousness were significantly correlated with creative ability in mathematics, extraversion, agreeableness, and neuroticism were not correlated with the creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability.     

The Creative Personality: A Synthesis and Development of the Creative Person Profile

Several constructs from the research literature on the creative personality were reoperationalized to gain further understanding of the structure of the creative personality and to develop a broad measure of relevant traits (CPP—the Creative Person Profile). From an initial pool of 38 creativity relevant personality constructs, 7 factors were identified and labeled (emotional instability, ambition, associative orientation, motivation, need for originality, agreeableness, and flexibility) in a sample of 481 participants with a mean age of 31.6 years. In a subsample, there were theoretically meaningful correlations between the 5-factor model of personality and 5 of the CPP factors. Moreover, most of the 7 components correlated with at least 1 ability test or self-report criterion of creativity (creative problem solving, remote associates test, ideational fluency, items from a creative activities checklist). Finally, in a discriminant validity study, scores on the 7 factors clearly differentiated between a group of professional artists (n = 69) and the remainder of the sample, and between a group of marketing students (n = 40) and the remainder of the sample.     

The Creative Medical Student: A Descriptive Study

Biographical study distinguished high from low creative medical students by broken homelife, greater preference for movies, modern music, serious books, bridge playing and creative hobbies. High creatives seek challenge, academic or research careers, verbal and imaginative expression. Low creatives have higher motivation, better academic grades, more economic and family interests, are often oldest children and head for general practice. Independent, original explorations characterize high creativity while traditional, authoritative explanations satisfy the less creative. Fricke's Opinion, Attitude and Interest Survey made the creativity identification. Factor analysis related OAIS Scores, Omnibus Personality Inventory and Medical College Admission Test scores to cross check with biography data. A motivational Index is suggested as a predictor of supportive value to the creativity score.