情绪创造性的影响因素及其与应对方式的关系

探讨情绪创造性的影响因素以及情绪创造性与应对方式的关系及其途径。研究1对150名高中生施测父母教养觉知量表、简式人格问卷、情绪创造性问卷;研究2对152名高中生施测情绪创造性问卷、成就动机量表、应对方式问卷。结果表明,大五人格和父母教养方式均可显著预测情绪创造性;情绪创造性通过成就动机间接影响应对方式,其中有效性通过追求成功动机而促进问题中心应对,准备性通过避免失败动机而促进情绪中心应对。     

A Shortened Spanish Version of the Emotional Creativity Inventory (the ECI-S)

Feeling, thinking, and acting creatively contribute to the originality and effectiveness with which people face challenges, solve problems, or make decisions. The only self-perception instrument that evaluates the ability to experience and express emotions in a novel, effective, and authentic way is the Emotional Creativity Inventory (ECI). The aim of this study was to develop a shortened Spanish version of the ECI (the ECI-S) and to validate it in a sample of 1,145 higher education students (650 women and 495 men). The internal structure, internal consistency, and temporal stability of the instrument were examined, as was its external validity. The results of the confirmatory factor analysis corroborated the three-factor structure of the original scale (Preparedness, Novelty, and Effectiveness/Authenticity). Moreover, these dimensions showed adequate internal consistency and temporal stability. The study also provided external validation data based on the relationship between emotional creativity and emotional intelligence, cognitive creativity, personality, and gender. Overall, the results indicate that the ECI-S is a useful tool for evaluating perceived emotional creativity during the preparation and verification phases of the creativity process.     

Emotions and Creativity, East and West

This article is concerned with emotion, creativity, and the intersection of the two – creativity in the domain of emotion. We first present a framework for the analysis of emotion, a framework that recognizes the importance of biological influences but that also takes into account cultural and individual variations. We then describe the criteria – effectiveness, novelty, and authenticity – for judging a response as creative; the relative emphasis placed on these criteria, especially novelty and authenticity, helps account for East–West differences in aesthetic preferences (e.g., in the production and evaluation of works of art). Next, we explore the ability of individuals to be emotionally creative, that is, to acquire emotions that meet the criteria for creativity. Finally, we examine the "Four-Seven Debate," a classic in Korean Neo-Confucian thought, in light of our discussion of emotions and creativity.     

Emotional Creativity and Real-Life Involvement in Different Types of Creative Leisure Activities

The role of emotional creativity in practicing creative leisure activities and in the preference of college majors remains unknown. This study aims to explore how emotional creativity measured by the Emotional Creativity Inventory (ECI; Averill, 1999) is interrelated with the real-life involvement in different types of specific creative leisure activities and with four categories of college majors. Data were collected from 251 university students, university graduates, and young adults (156 women and 95 men). Art students and graduates scored significantly higher on the ECI than other majors. Humanities scored significantly higher than technical/economic majors. Five creative leisure activities were significantly correlated with the ECI, specifically, writing, painting, composing music, performing drama, and do-it-yourself home improvement.     

Parenting Style,Basic Psychological Needs,and Emotional Creativity: A Path Analysis

This study examined the relationship between parental styles and emotional creativity and investigated the mediating role of the fulfillment of basic psychological needs in this relationship. The population included 3372 undergraduate students, among whom, 375 (177 females and 198 males) were selected by multi-stage cluster sampling method. The respondents filled in three questionnaires as follows: 1) the Emotional Creativity Inventory (ECI), 2) the Parents as Social Context Questionnaire (PSCQ), and 3) the Basic Psychological Needs Scale (BPNS). A path analysis showed that the components of parenting style could predict students’ emotional creativity. In detail, the warmth and structure styles of parenting positively and the coercion and chaos styles of parenting negatively predict emotional creativity of students. The dimensions of autonomy and competence (of satisfying the basic psychological needs) had a mediating role between parenting style and emotional creativity. These results showed the importance of factors (parenting style and basic psychological needs) influencing emotional creativity of students. A greater focus on satisfying the dimensions of basic psychological needs (i.e. autonomy and competence) and proper parenting style (i.e. warmth and structure styles) could lead to a higher level of creativity among students.     

Authenticity affects the recognition of emotions in speech: behavioral and fMRI evidence

The aim of the present study was to determine how authenticity of emotion expression in speech modulates activity in the neuronal substrates involved in emotion recognition. Within an fMRI paradigm, participants judged either the authenticity (authentic or play acted) or emotional content (anger, fear, joy, or sadness) of recordings of spontaneous emotions and reenactments by professional actors. When contrasting between task types, active judgment of authenticity, more than active judgment of emotion, indicated potential involvement of the theory of mind (ToM) network (medial prefrontal cortex, temporoparietal cortex, retrosplenium) as well as areas involved in working memory and decision making (BA 47). Subsequently, trials with authentic recordings were contrasted with those of reenactments to determine the modulatory effects of authenticity. Authentic recordings were found to enhance activity in part of the ToM network (medial prefrontal cortex). This effect of authenticity suggests that individuals integrate recollections of their own experiences more for judgments involving authentic stimuli than for those involving play-acted stimuli. The behavioral and functional results show that authenticity of emotional prosody is an important property influencing human responses to such stimuli, with implications for studies using play-acted emotions.     

Boundless Creativity: Evidence for the Domain Generality of Individual Differences in Creativity

This study investigated correlates of domain‐general and domain‐specific components of creativity. 158 college students completed a questionnaire that assessed their motivational and personality traits (i.e., intrinsic and extrinsic motivation, creative personality, and originality in word association) as well as intellectual abilities (SAT verbal and quantitative scores). Under two different instruction conditions (standard instruction or explicit “be creative” instruction), students also took a battery of multi‐item, product‐based tests of creativity in three domains (artistic, verbal, and mathematical creativity). Factor analyses showed evidence of domain‐generality of creativity. Furthermore, results from structural equation models showed that motivational and personality traits and intellectual abilities were associated with the domain‐general component of creativity. Only one variable (SAT quantitative score) was found to be associated with the domain‐specific component of mathematical creativity under the explicit “be creative” instruction condition. These results affirm the domain‐generality of creativity and challenge researchers to identify correlates of domain‐specific components of creativity.     

The relationship between trait emotional intelligence and creativity across subject domains

This study investigated the association between two creativity indicators: Divergent Thinking (DT) and Creative Personality (CP), and key aspects of cognitive ability, personality (Big Five), and trait emotional intelligence (trait EI or trait emotional self-efficacy). The sample consisted of 175 Spanish undergraduates and recent graduates from three university subject domains: Technical & Natural Sciences, Social Sciences, and Arts. Cognitive ability was found to bear little relationship to either index of creativity. In contrast, strong relationships were demonstrated between personality traits, including trait EI, and creativity, some of which varied significantly across subject domains. Results suggest that future research will have to pay particular attention to individual differences in the affective parts of the personality realm that are comprehensively captured by the construct of trait EI.     

Why does service with a smile make employees happy? A social interaction model

Drawing on the social interaction model, we examine the mediating role that the customer's display of positive emotions plays on the relationship between the employee's display of positive emotions and the employee's positive mood. We also examine the moderating role that the customer's personality traits-agreeableness, extraversion, and emotional stability-play on the relationship between the employee's display of positive emotions and the customer's display of positive emotions. The results show that the customer's display of positive emotions mediates the relationship between the employee's display of positive emotions and the employee's positive mood. In addition, the customer's personality traits moderate the relationship between the employee's display of positive emotions and the customer's display of positive emotions. The customer's display of positive emotions depends less on the employee's display of positive emotions when the customer has high levels of agreeableness and emotional stability than when the customer has low levels of agreeableness and emotional stability. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Product Inventors and Creativity: The Finer Dimensions of Enjoyment

Four product inventors and 2 control participants were interviewed intensively about their creative process and given a series of personality assessments. The inventors expressed a profound level of emotional experience as part of their creative process. Though many emotions were mentioned, the inventors spoke repeatedly and consistently about their enjoyment of innovation work. Personality assessments indicated, however, that personality alone could not explain this high level of career happiness. The inventor discussions of their emotional experience were analyzed using the Russ (1993, 1999) model of affect and creativity. Every dimension of the Russ model was found evident in the inventors' innovation experiences. The inventor discussions encouraged an elaboration and expansion of the model. One category, cognitive integration and modulation of affect, was expanded to include the role of intuition. Four new categories were added: affective pleasure in technical perspective-taking, in focus, in creating, and in self-expression. The resulting expanded model of affect and creativity offers myriad opportunities for future researchers interested in scale development and in qualitative inquiry with other creative professions. Educators, counselors, and managers seeking to understand how to best foster innovation and career happiness may also benefit.     

创造力有其“阴暗面”

创造力有其“阴暗面”。从产品角度而言,创造力可产出伤害性或消极的产品;从个体角度而言,高创造力者可能具有一些消极特征,如精神疾病易感性强、宜人性差、说谎、不诚信等;从情境角度而言,高创造力表现可能与不信任感、生存危机感、社会拒绝等消极因素有关。未来研究应开发高生态效度的恶意创造力测评工具,改进计算恶意创造力水平的算法,探索消极个体特征和消极情境因素作用于创造性思维的认知与神经机制。     

Conceptual expansion and creative imagery as a function of psychoticism

The ability to be creative is often considered a unique characteristic of conscious beings and many efforts have been directed at demonstrating a relationship between creativity and the personality construct of psychoticism. The present study sought to investigate this link explicitly by focusing on discrete facets of creative cognition, namely the originality/novelty dimension and the practicality/usefulness dimension. Based on Eysenck's conceptualisation of psychoticism as being characterised by an overinclusive cognitive style, it was expected that higher levels of psychoticism would accompany a greater degree of conceptual expansion and elevated levels of originality in creative imagery, but would be unrelated to the practicality/usefulness of an idea. These hypotheses were confirmed in 80 healthy participants who were contrasted based on their EPQ psychoticism scale scores. Our findings suggest that the link between psychoticism and creativity is based on associative thinking and broader but weak top-down activation patterns rather than on goal-related thinking.     

The Relationship Between Creativity and Conformity Among Preschool Children

The current study investigated the relationship between creativity and conformity based on the work of Starkweather (1964). The subjects were 45 preschool children. Creativity was assessed using the Multidimensional Stimulus Fluency Measure (Moran, Sawyers, Fu, & Milgram, 1983), an original thinking task. Two forms of conformity were assessed: social conformity and impersonal conformity using the Starkweather Social Conformity Test and the Starkweather Form Boards Test respectively (Starkweather, 1964). Starkweather's hypothesis of a curvilinear relationship between conformity and creativity was found for the social conformity task (X² = 11.69, p < .01). The findings support the hypothesis that highly conforming and highly nonconforming children do not score as high on creativity measurements as their freedom of expression (i.e., not following a rigid pattern of conforming/nonconforming) counterparts. Chi‐square analyses revealed significantly more children in the high creativity and freedom of expression group as compared to the low creativity and conforming/nonconforming children. That is, significantly fewer children were found in the low conformity/low creativity cell and more in the low conformity/high creativity cell than were expected by chance. No differences were found for impersonal conformity, perhaps due to the insensitivity of the instrumentation to assess conformity. It is concluded that freedom of expression may be seen as an important personality trait in the identification and nurturance of creative potential and problem solving in young children.     

Affect intensity and the appraisal of emotion

The present study investigated the association between a personality trait known as affect intensity and the perceived qualities of emotions. Subjects completed the Affect Intensity Measure (AIM), and they rated the phenomenological qualities and causal dimensions of previous emotional experiences involving happiness, pride, anxiety, and hate. The results showed that high and low scorers on the AIM reported different perceptions of certain qualities of the emotional event, independent of the emotion's valence; subjects with high scores on the AIM rated their emotions as higher in intensity, frequency, and vividness of recall. In contrast, further analyses revealed little relation between AIM scores and causal dimension ratings of the emotions. However, within-subject analyses indicated that the emotions did differ in their perceived causes, thus supporting predictions from Weiner's attributional model of emotion. The results are discussed in terms of the need for a complex approach to the study of emotion which incorporates intersubject and intrasubject differences.     

An interactional approach to the study of personality and emotion

The purpose of the present study was to examine the relation between personality and emotional feelings within ecologically valid settings Nineteen subjects rated their emotions in a wide variety of work, recreation, social, and alone situations sampled over a 30-day period They were also administered the Personality Research Form and the Eysenck Personality Questionnaire Although theoretically predictable relations were found between certain personality traits and specific emotions averaged across situations, it was not until we distinguished chosen from imposed situations that the most meaningful results were obtained Both temperament and nontemperament personality traits were found to be related to specific emotions Implications of the present findings for research on situation selection and the status of personality traits are discussed     

Intensity of positive and negative emotions: Explaining the association between personality and depressive symptoms

The aim was to examine to what extent emotional intensity accounted for associations between the Big Five personality dimensions and depressive symptoms. Study 1 tested the model cross-sectionally, using survey data of 266 Dutch social science students. Study 2 experimentally examined how personality dimensions were related to emotional reactivity after exposure to various emotional stimuli. Dutch psychology students (N = 130) reported on their personality and viewed an amusing or sad film clip, after which the change in intensity of experienced positive and negative emotions was assessed. Individuals scoring higher on neuroticism generally experienced more intense negative emotions, through which they experienced a higher level of depressive symptoms. Individuals who were more agreeable experienced a lower level of depressive symptoms indirectly through higher general intensity of positive emotions. More agreeable individuals showed stronger increase in negative emotions and stronger decrease in positive emotions, though after exposure to the sad stimulus only. Although replication is needed, our results offer empirical support for a more taylor-made approach in decreasing nonclinical depressive symptoms taking into account both personality characteristics and emotion regulation.     

Nonverbal signals speak up: Association between perceptual nonverbal dominance and emotional intelligence

Emotional communication uses verbal and nonverbal means. In case of conflicting signals, nonverbal information is assumed to have a stronger impact. It is unclear, however, whether perceptual nonverbal dominance varies between individuals and whether it is linked to emotional intelligence. Using audiovisual stimulus material comprising verbal and nonverbal emotional cues that were varied independently, perceptual nonverbal dominance profiles and their relations to emotional intelligence were examined. Nonverbal dominance was found in every participant, ranging from 55 to 100%. Moreover, emotional intelligence, particularly the ability to understand emotions, correlated positively with nonverbal dominance. Furthermore, higher overall emotional intelligence as well as a higher ability to understand emotions were linked to smaller reaction time differences between emotionally incongruent and congruent stimuli. The association between perceptual nonverbal dominance and emotional intelligence, and more specifically the ability to understand emotions, might reflect an adaptive process driven by the experience of higher authenticity in nonverbal cues.     

Empathy in children aged 10 to 12 years

The objectives of this research were: 1) to determine whether there were differences in empathy according to gender; 2) to analyze the relationships between empathy and social behaviour, self-concept, emotional stability, social interaction strategies, capacity to analyze emotions, intelligence, and creativity; and 3) to identify predicting variables of empathy. The sample consisted of 139 participants aged 10 to 12 years. ANOVA results showed gender differences in empathy, with significantly higher scores in females. Pearson coefficients suggest that participants with high empathy showed many positive social behaviours (prosocial, assertive, consideration, self-control, leadership), few negative social behaviors (passive, aggressive, antisocial, withdrawal) and many assertive strategies of social interaction; that they were named as prosocial classmates; and that they had high self-concept, high capacity to analyze negative emotions, high emotional stability and many behaviors and traits of creative personality. Multiple regression analyses permitted identification of the following predicting variables of empathy: high level of prosocial behaviour, low level of aggressive behaviour and high self-concept.     

Aberrations in emotional processing of violence-dependent stimuli are the core features of sadism

Psychopathy and sadism are personality traits that share emotional deficits and propensity towards violence. However, sadism should be based on additional affective aberrations: pleasant emotional responses to hurting others or witnessing others in pain. In Study 1 (N = 116) emotional responses to violent and peaceful images and their associations with the subclinical trait sadism are analyzed. The results showed that elevated positive emotions when observing violent stimuli and negative emotions as a reaction to peaceful stimuli predicted sadism, even when variance of psychopathy was controlled in the analysis. In Study 2 (N = 156) implicit associations between violence-dependent stimuli (measured by IAT task) and terms describing positive and negative emotions are analyzed. Again, lower negative associations to violent stimuli predicted sadism, together with psychopathic trait of callous affect. The obtained results provide additional clarification of emotional processes in subclinical sadism.