Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-13T02:07:15.909Z Has data issue: false hasContentIssue false

32 - Creativity and Emotion

Connecting the Dots

from Part V - Emotions and Creativity at School and Work

Published online by Cambridge University Press:  16 February 2023

By
Zorana Ivcevic ,
Shengjie Lin ,
James C. Kaufman  and
Jessica D. Hoffmann
Edited by
Zorana Ivcevic ,
Jessica D. Hoffmann  and
James C. Kaufman
Zorana Ivcevic
Affiliation:
Yale University, Connecticut
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

The concluding chapter reflects on the contributions across five parts of the Handbook. We consider the threads connecting specific chapters within the topical sections devoted to the methodology of studying creativity and emotion, creative process, creative person, creative product, and creative contexts. In this reflection, we pay special attention to what is missing and what are key directions for future research. We propose an integrative model describing the role of affective processes across different aspects of creativity. The model discusses the need to specify the nature of creativity being studied (in terms of time, potential vs. actualization, and locus of judgment of creativity), as well as levels in which the role of emotions in creativity manifest itself (individual, dyadic, group, institutional, cultural). The process model of affective influences on creativity describes the role of affective states, emotion-related traits, and emotion abilities at different points from facing or initiating creative problems to creative beliefs and intentions, creative behavior, and creative products or achievements.

Keywords

affective statesemotion traitsemotional intelligenceemotion regulationcreativitycreative behaviorcreative productcreative intentmodel
Type
Chapter
Information
The Cambridge Handbook of Creativity and Emotions , pp. 620 - 640
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. M. (1996). Creativity in Context: Update to the Social Psychology of Creativity. Westview Press.Google Scholar
Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157–183. https://doi.org/10.1016/j.riob.2016.10.001Google Scholar
Baer, J., & Kaufman, J. C. (2017). The Amusement Park Theoretical Model of Creativity: An attempt to bridge the domain specificity/generality gap. In Kaufman, J. C., Glăveanu, V. P., & Baer, J. (Eds.), Cambridge Handbook of Creativity across Domains (pp. 8–17). Cambridge University Press.Google Scholar
Bang, H., & Reio, T. G. Jr (2017). Personal accomplishment, mentoring, and creative self-efficacy as predictors of creative work involvement: The moderating role of positive and negative affect. The Journal of Psychology, 151(2), 148–170. https://doi.org/10.1080/00223980.2016.1248808Google Scholar
Barbot, B., Besançon, M., & Lubart, T. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178–187. https://doi.org/10.1016/j.lindif.2016.06.005Google Scholar
Batey, M. D. (2007). A Psychometric Investigation of Everyday Creativity (Order No. U591819). Doctoral dissertation, University College, London. ProQuest Dissertations & Theses Global. (1427280692). www.proquest.com/dissertations-theses/psychometric-investigation-everyday-creativity/docview/1427280692/se-2?accountid=15172Google Scholar
Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342–349. https://doi.org/10.1037/a0022834Google Scholar
Beghetto, R. A., & Karwowski, M. (2019). Unfreezing creativity: A dynamic, micro-longitudinal approach. In Beghetto, R. A. & Corazza, G. (Eds.). Dynamic Perspectives on Creativity (pp. 7–25). Springer. https://doi.org/10.1007/978-3-319-99163-4_2CrossRefGoogle Scholar
Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342–349. https://doi.org/10.1037/a0022834Google Scholar
Bernardo, A. B. (2010). Extending hope theory: Internal and external locus of trait hope. Personality and Individual Differences, 49(8), 944–949. https://doi.org/10.1016/j.paid.2010.07.036Google Scholar
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71. https://doi.org/10.2307/1602387CrossRefGoogle ScholarPubMed
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17(1), 37–50. https://doi.org/10.1207/s15326934crj1701_4CrossRefGoogle Scholar
Castillo-Vergara, M., Galleguillos, N. B., Cuello, L. J., Alvarez-Marin, A., & Acuña-Opazo, M. (2018). Does socioeconomic status influence student creativity? Thinking Skills and Creativity, 29, 142–152. https://doi.org/10.1016/j.tsc.2018.07.005Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739–756. https://doi.org/10.1037/0022-3514.94.5.739CrossRefGoogle Scholar
Dudek, S. Z., Strobel, M. G., & Runco, M. A. (1993). Cumulative and proximal influences on the social environment and children’s creative potential. The Journal of Genetic Psychology: Research and Theory on Human Development, 154(4), 487–499. https://doi.org/10.1080/00221325.1993.9914747Google Scholar
Eisenberg, N., & Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101(1), 91–119. https://doi.org/10.1037/0033-2909.101.1.91Google Scholar
Ekman, P. (2016). What scientists who study emotion agree about. Perspectives on Psychological Science, 11(1), 31–34. https://doi.org/10.1177/1745691615596992Google Scholar
Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77–92. https://doi.org/10.1037/0003-066X.59.2.77Google Scholar
Fink, A., Weiss, E. M., Schwarzl, U., et al. (2017). Creative ways to well-being: Reappraisal inventiveness in the context of anger-evoking situations. Cognitive, Affective & Behavioral Neuroscience, 17(1), 94–105. https://doi.org/10.3758/s13415–016-0465-9Google Scholar
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5Google Scholar
Gasper, K., & Middlewood, B. L. (2014). Approaching novel thoughts: Understanding why elation and boredom promote associative thought more than distress and relaxation. Journal of Experimental Social Psychology, 52, 50–57. https://doi.org/10.1016/j.jesp.2013.12.007Google Scholar
George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50(3), 605–622. https://doi.org/10.5465/AMJ.2007.25525934Google Scholar
Glăveanu, V. P. (2010). Paradigms in the study of creativity: Introducing the perspective of cultural psychology. New Ideas in Psychology, 28(1), 79–93. https://doi-org /10.1016/j.newideapsych.2009.07.007Google Scholar
Glăveanu, V. P., Lubart, T., Bonnardel, N., et al. (2013) Creativity as action: Findings from five creative domains. Frontiers in Psychology, 4(176), 1–14. https://doi.org/10.3389/fpsyg.2013.00176Google Scholar
Gough, H. G. (1979). A creative personality scale for the Adjective Check List. Journal of Personality and Social Psychology, 37(8), 1398–1405. https://doi.org/10.1037/0022-3514.37.8.1398CrossRefGoogle Scholar
Gross, M. E., Zedelius, C. M., & Schooler, J. W. (2020). Cultivating an understanding of curiosity as a seed for creativity. Current Opinion in Behavioral Sciences, 35, 77–82. https://doi.org/10.1016/j.cobeha.2020.07.015CrossRefGoogle Scholar
Guo, Y., Lin, S., Guo, J., Lu, Z. L., & Shangguan, C. (2021). Cross-cultural measurement invariance of divergent thinking measures. Thinking Skills and Creativity, 41, 100852. https://doi.org/10.1016/j.tsc.2021.100852Google Scholar
Helson, R., Roberts, B., & Agronick, G. (1995). Enduringness and change in creative personality and the prediction of occupational creativity. Journal of Personality and Social Psychology, 69(6), 1173–1183. https://doi.org/10.1037/0022-3514.69.6.1173CrossRefGoogle ScholarPubMed
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153. https://doi.org/10.1016/j.tsc.2017.10.001Google Scholar
Horn, D., & Salvendy, G. (2009). Measuring consumer perception of product creativity: Impact on satisfaction and purchasability. Human Factors and Ergonomics in Manufacturing, 19(3), 223–240. https://doi.org/10.1002/hfm.20150Google Scholar
Isen, A. M. (1999). On the relationship between affect and creative problem solving. In Russ, S. W. (Ed.), Affect, Creative Experience, and Psychological Adjustment (pp. 3–17). Taylor & Francis.Google Scholar
Isen, A. M., & Daubman, K. A. (1984). The influence of affect on categorization. Journal of Personality and Social Psychology, 47(6), 1206–1217. https://doi.org/10.1037/0022-3514.47.6.1206CrossRefGoogle Scholar
Ivcevic, Z., Bazhydai, M., Hoffmann, J. D., & Brackett, M. A. (2017). Creativity in the domain of emotions. In Kaufman, J. C., Glăveanu, V. P., & Baer, J. (Eds.), The Cambridge Handbook of Creativity across Domains (pp. 525–548). Cambridge University Press. https://doi.org/10.1017/9781316274385.029Google Scholar
Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. https://doi.org/10.1037/a0039826Google Scholar
Ivcevic, Z., & Hoffmann, J. D. (2021). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. The Journal of Creative Behavior. https://doi.org/10.1002/jocb.527Google Scholar
Ivcevic, Z., & Kaufman, J. C. (2013). The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups. Learning and Individual Differences, 27, 144–148. https://doi.org/10.1016/j.lindif.2013.07.011Google Scholar
Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21(2–3), 152–165. https://doi.org/10.1080/10400410902855259Google Scholar
Karwowski, M. (2011). It doesn’t hurt to ask … But sometimes it hurts to believe: Polish students’ creative self-efficacy and its predictors. Psychology of Aesthetics, Creativity, and the Arts, 5(2), 154–164. https://doi.org/10.1037/a0021427CrossRefGoogle Scholar
Karwowski, M. (2012). Did curiosity kill the cat? Relationship between trait curiosity, creative self-efficacy and creative personal identity. Europe’s Journal of Psychology, 8(4), 547–558. https://doi.org/10.5964/ejop.v8i4.513Google Scholar
Karwowski, M., Lebuda, I., & Wiśniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The International Journal of Creativity & Problem Solving, 28(1), 45–57.Google Scholar
Katz‐Buonincontro, J., Hass, R., Kettler, T., Tang, L. M., & Hu, W. (2021). Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators. British Journal of Educational Psychology, 91(2), 563–583. https://doi.org/10.1111/bjep.12379CrossRefGoogle ScholarPubMed
Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. https://doi.org/10.1037/a0029751Google Scholar
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor. Psychological Review, 119(3), 546–572. https://doi.org/10.1037/a0028756Google Scholar
Liu, X. X., Gong, S. Y., Zhang, H. P., Yu, Q. L., & Zhou, Z. J. (2021). Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39, Article 100752. https://doi.org/10.1016/j.tsc.2020.100752Google Scholar
Mann, S., & Cadman, R. (2014). Does being bored make us more creative? Creativity Research Journal, 26(2), 165-173. https://doi.org/10.1080/10400419.2014.901073CrossRefGoogle Scholar
McKay, A. S., Karwowski, M., & Kaufman, J. C. (2017). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 11(2), 216–230. https://doi.org/10.1037/aca0000074Google Scholar
Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2020). High school students’ feelings: Discoveries from a large national survey and an experience sampling study. Learning and Instruction, 66, 101301. https://doi.org/10.1016/j.learninstruc.2019.101301CrossRefGoogle Scholar
Mumford, M. D., & McIntosh, T. (2017). Creative thinking processes: The past and the future. The Journal of Creative Behavior, 51(4), 317–322. https://doi.org/10.1002/jocb.197Google Scholar
Niu, W., & Kaufman, J. C. (2013). Creativity of Chinese and American cultures: A synthetic analysis. The Journal of Creative Behavior, 47(1), 77–87. https://doi.org/10.1002/jocb.25Google Scholar
Niu, W., & Sternberg, R. (2002). Contemporary studies on the concept of creativity: The East and the West. The Journal of Creative Behavior, 36(4), 269–288. https://doi.org/10.1002/j.2162-6057.2002.tb01069.xGoogle Scholar
Paletz, S. B. F., & Peng, K. (2008). Implicit theories of creativity across cultures: Novelty and appropriateness in two product domains. Journal of Cross-Cultural Psychology, 39(3), 286–302. https://doi.org/10.1177/0022022108315112Google Scholar
Parke, M. R., Seo, M. G., & Sherf, E. N. (2015). Regulating and facilitating: The role of emotional intelligence in maintaining and using positive affect for creativity. Journal of Applied Psychology, 100(3), 917–934. https://doi.org/10.1037/a0038452CrossRefGoogle ScholarPubMed
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648–006-9029-9CrossRefGoogle Scholar
Puryear, J. S., Kettler, T., & Rinn, A. N. (2017). Relationships of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity, and the Arts, 11(1), 59–68. https://doi.org/10.1037/aca0000079Google Scholar
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310.Google Scholar
Richards, R., Kinney, D. K., Benet, M., & Merzel, A. P. (1988). Assessing everyday creativity: Characteristics of the Lifetime Creativity Scales and validation with three large samples. Journal of Personality and Social Psychology, 54(3), 476–485. https://doi.org/10.1037/0022-3514.54.3.476Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092Google Scholar
Schutte, N. S., & Malouff, J. M. (2020). Connections between curiosity, flow and creativity. Personality and Individual Differences, 152, (109555). https://doi.org/10.1016/j.paid.2019.109555Google Scholar
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19–34. https://doi.org/10.1037/a0024071Google Scholar
Simonton, D. K. (2009). Genius 101. Springer.Google Scholar
Tinio, P. P. L., & Gartus, A. (2018). Characterizing the emotional response to art beyond pleasure: Correspondence between the emotional characteristics of artworks and viewers’ emotional responses. Progress in Brain Research. 237, 319–342. https://doi.org/10.1016/bs.pbr.2018.03.005Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Rowe, P. A. (2012). Within-person relationships between mood and creativity. Journal of Applied Psychology, 97(3), 599–612. https://doi.org/10.1037/a0026097Google Scholar
Torrance, E. P. (1966). Torrance Tests of Creative Thinking: Norms Technical Manual (Research ed.). Personnel Press.Google Scholar
Tsai, J. L. (2007). Ideal affect: Cultural causes and behavioral consequences. Perspectives on Psychological Science, 2(3), 242–259. https://doi.org/10.1111/j.1745-6916.2007.00043.xGoogle Scholar
Tsai, J. L. (2017). Ideal affect in daily life: Implications for affective experience, health, and social behavior. Current Opinion in Psychology, 17, 118–128. https://doi.org/10.1016/j.copsyc.2017.07.004Google Scholar
Unsworth, K. (2001). Unpacking creativity. Academy of Management Review, 26, 289–297.Google Scholar
Unsworth, K. L., & Clegg, C. W. (2010). Why do employees undertake creative action? Journal of Occupational and Organizational Psychology, 83, 77–99.CrossRefGoogle Scholar
Vallerand, R. J., Blanchard, C., Mageau, G. A., et al. (2003). Les passions de l’âme: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756–767. https://doi.org/10.1037/0022-3514.85.4.756Google Scholar
Weber, H., de Assunção, V. L., Martin, C., Westmeyer, H., & Geisler, F. C. (2014). Reappraisal inventiveness: The ability to create different reappraisals of critical situations. Cognition and Emotion, 28(2), 345–360. https://doi.org/10.1080/02699931.2013.832152Google Scholar
Xu, X., Liu, W., & Pang, W. (2019). Are emotionally intelligent people more creative? A meta-analysis of the emotional intelligence–creativity link. Sustainability, 11(21), 6123. http://dx.doi.org/10.3390/su11216123Google Scholar
Yang, Y., Xiaobo, X., Wenling, L., & Weiguo, P. (2020). Hope and creative self-efficacy as sequential mediators in the relationship between family socioeconomic status and creativity. Frontiers in Psychology, 11, https://doi.org/10.3389/fpsyg.2020.00438Google Scholar
Zahra, S. A., Gedajlovic, E., Neubaum, D. O., & Shulman, J. M. (2009). Motives, search processes and ethical challenges. Journal of Business Venturing, 24(5), 519–532. https://doi.org/10.1016/j.jbusvent.2008.04.007CrossRefGoogle Scholar
Zielińska, A., Lebuda, I., Ivcevic, Z., & Karwowski, M. (2022). How adolescents develop and implement their ideas? On self-regulation of creative action. Thinking Skills and Creativity, 43, 100998. https://doi.org/10.1016/j.tsc.2022.100998Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×