Effects of Social-Psychological Factors on Creative Performance: The Role of Informational and Controlling Expected Evaluation and Modeling Experience

Effects of Social-Psychological Factors on Creative Performance: The Role of Informational and... The impact of two social-psychological factors, expected evaluation and modeling, on creativity was investigated in a laboratory study. The controlling and informational aspects of expected evaluation were manipulated and individuals were provided no example, a standard example, or a creative example of a solution to a representative management problem. As expected, individuals had significantly higher creativity and intrinsic motivation when anticipating an informational rather than a controlling evaluation. In addition, individuals given a creative example had higher creative performance than those given no example. The lowest levels of intrinsic motivation and creativity were found when expected evaluation was of a controlling nature and a standard model was given. Additionally, we tested and found support for Cognitive Evaluation Theory's primary intervening cognitive process of locus of causality mediating the relationship between evaluation and intrinsic motivation. Intrinsic motivation was not found to mediate the relationship between evaluation and creativity, and possible explanations for this result are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Organizational Behavior and Human Decision Processes Elsevier

Effects of Social-Psychological Factors on Creative Performance: The Role of Informational and Controlling Expected Evaluation and Modeling Experience

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Publisher
Elsevier
Copyright
Copyright © 2000 Academic Press
ISSN
0749-5978
DOI
10.1006/obhd.2000.2918
Publisher site
See Article on Publisher Site

Abstract

The impact of two social-psychological factors, expected evaluation and modeling, on creativity was investigated in a laboratory study. The controlling and informational aspects of expected evaluation were manipulated and individuals were provided no example, a standard example, or a creative example of a solution to a representative management problem. As expected, individuals had significantly higher creativity and intrinsic motivation when anticipating an informational rather than a controlling evaluation. In addition, individuals given a creative example had higher creative performance than those given no example. The lowest levels of intrinsic motivation and creativity were found when expected evaluation was of a controlling nature and a standard model was given. Additionally, we tested and found support for Cognitive Evaluation Theory's primary intervening cognitive process of locus of causality mediating the relationship between evaluation and intrinsic motivation. Intrinsic motivation was not found to mediate the relationship between evaluation and creativity, and possible explanations for this result are discussed.

Journal

Organizational Behavior and Human Decision ProcessesElsevier

Published: Jan 1, 2001

References

  • The social psychology of creativity
    Amabile, T.M.
  • Creativity, intelligence, and personality
    Barron, F.; Harrington, D.
  • A study of thinking
    Bruner, J.S.; Goodnow, J.J.; Austin, G.A.
  • The influence of training method on self-efficacy and idea generation among managers
    Gist, M.E.
  • Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generation
    Gist, M.E.; Stevens, C.K.

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