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-78c5997874-4rdpn Total loading time: 0 Render date: 2024-11-14T04:42:50.075Z Has data issue: false hasContentIssue false

15 - Creativity and the Big Five Personality Traits

Is the Relationship Dependent on the Creativity Measure?

from Part III - Creativity and Personality

Published online by Cambridge University Press:  19 May 2017

By
Jason Hornberg  and
Roni Reiter-Palmon
Edited by
Gregory J. Feist ,
Roni Reiter-Palmon  and
James C. Kaufman
Gregory J. Feist
Affiliation:
San José State University, California
Roni Reiter-Palmon
Affiliation:
University of Nebraska, Omaha
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Creativity and Personality Research , pp. 275 - 293
Publisher: Cambridge University Press
Print publication year: 2017

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. (1982). Social psychology of creativity: a consensual assessment technique. Journal of Personality and Social Psychology, 43, 997–1013.CrossRefGoogle Scholar
Amabile, T. M. (1996). Creativity in context: update to “The Social Psychology of Creativity,” Available at http://unomaha.worldcat.org/title/creativity-in-context/oclc/34358034.Google Scholar
Baer, J. (2011). How divergent thinking tests mislead us: are the Torrance tests still relevant in the 21st century? Psychology of Aesthetics, Creativity, and the Arts, 5, 309–13. doi: 10.1037/a0025210CrossRefGoogle Scholar
Batey, M. (2007). A Psychometric Investigation of Everyday Creativity. Unpublished PhD dissertation, University College London.Google Scholar
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: the role of general, fluid and crystallised intelligence. Thinking Skills and Creativity, 4, 60–9. doi:10.1016/j.tsc.2009.01.002CrossRefGoogle Scholar
Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: a critical review of the scattered literature. Genetic, Social & General Psychology Monographs, 132, 355–429.CrossRefGoogle ScholarPubMed
Batey, M., Furnham, A., & Safiullina, X. (2010). Intelligence, general knowledge and personality as predictors of creativity. Learning and Individual Differences, 20, 532–5. doi:10.1016/j.lindif.2010.04.008CrossRefGoogle Scholar
Beaty, R. E., Nusbaum, E. C., & Silvia, P. J. (2014). Does insight problem solving predict real-world creativity? Psychology of Aesthetics, Creativity, and the Arts, 8, 287–92. doi:10.1037/a0035727CrossRefGoogle Scholar
Beaussart, M. L., Kaufman, S. B., & Kaufman, J. C. (2012). Creative activity, personality, mental illness, and short-term mating success. Journal of Creative Behavior, 46, 151–67. doi: 10.1002/jocb.11CrossRefGoogle Scholar
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37–50. doi:10.1207/s15326934crj1701_4CrossRefGoogle Scholar
Chamorro-Premuzic, T. (2006). Creativity versus conscientiousness: which is a better predictor of student performance? Applied Cognitive Psychology, 20, 521–31. doi:10.1002/acp.1196CrossRefGoogle Scholar
Chamorro-Premuzic, T., & Reichenbacher, L. (2008). Effects of personality and threat of evaluation on divergent and convergent thinking. Journal of Research in Personality, 42, 1095–1101. doi:10.1016/j.jrp.2007.12.007CrossRefGoogle Scholar
Chen, C., Kasof, J., Himsel, A., Dmitrieva, J., Dong, Q., et al. (2005). Effects of explicit instruction to “be creative” across domains and cultures. Journal of Creative Behavior, 39, 89–110.CrossRefGoogle Scholar
Chen, C., Kasof, J., Himsel, A., Greenberger, E., Dong, Q., et al. (2002). Creativity in drawings of geometric shapes: a cross-cultural examination with the consensual assessment technique. Journal of Cross-Cultural Psychology, 33, 171–87.CrossRefGoogle Scholar
Crammond, B., Matthews-Morgan, J., Bandalos, D., & Zuo, L. (2005). A report on the 40-year follow-up of the Torrance Tests of Creative Thinking. Gifted Child Quarterly, 49, 283–91. doi:10.1177/001698620504900402CrossRefGoogle Scholar
DeYoung, C. G. (2015). Openness/Intellect: A Dimension of Personality Reflecting Cognitive Exploration. In Mikulincer, M. and Shaver, P. R. (eds.). APA Handbook of Personality and Social Psychology, Vol. 4: Personality Processes and Individual Differences (pp. 369–99). Washington, DC: American Psychological Association.Google Scholar
Dollinger, S. J. (2007). Creativity and conservatism. Personality and Individual Differences, 43, 1025–35. doi:10.1016/j.paid.2007.02.023CrossRefGoogle Scholar
Dollinger, S. J. (2011). “Standardized minds” or individuality? Admissions tests and creativity revisited. Psychology of Aesthetics, Creativity, and the Arts, 5, 329–41. doi:10.1037/a0023659CrossRefGoogle Scholar
Dollinger, S. J., & Clancy, S. M. (1993). Identity, self, and personality: II. Glimpses through the autophotographic eye. Journal of Personality and Social Psychology, 64, 1064–71.CrossRefGoogle ScholarPubMed
Dollinger, S. J., Urban, K. K., & James, T. A. (2004). Creativity and openness: further validation of two creative product measures. Creativity Research Journal, 16, 35–47. doi:10.1207/s15326934crj1601_4CrossRefGoogle Scholar
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290–309. doi:10.1207/s15327957pspr0204_5CrossRefGoogle ScholarPubMed
Furnham, A., & Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45, 613–17. doi:10.1016/j.paid.2008.06.023CrossRefGoogle Scholar
Furnham, A., Batey, M., Anand, K., & Manfield, J. (2008). Personality, hypomania, intelligence and creativity. Personality and Individual Differences, 44, 1060–9. doi:10.1016/j.paid.2007.10.035CrossRefGoogle Scholar
Furnham, A., Crump, J., Batey, M., & Chamorro-Premuzic, T. (2009). Personality and ability predictors of the “consequences” test of divergent thinking in a large non-student sample. Personality and Individual Differences, 46, 536–40. doi:10.1016/j.paid.2008.12.007CrossRefGoogle Scholar
Furnham, A., Hughes, D. J., & Marshall, E. (2013). Creativity, OCD, narcissism and the Big Five. Thinking Skills and Creativity, 10, 91–8. doi:10.1016/j.tsc.2013.05.003CrossRefGoogle Scholar
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–54.CrossRefGoogle ScholarPubMed
Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53, 267–93.CrossRefGoogle ScholarPubMed
Guilford, J. P. (1967). The Nature of Human Intelligence. New York: McGraw-Hill.Google Scholar
Hocevar, D. (1979, April). The Development of the Creative Behavior Inventory (CBI). Paper presented at the Annual Meeting of the Rocky Mountain Psychological Association (ERIC Document Reproduction Service No. Ed. 170 350).Google Scholar
Hughes, D. J., Furnham, A., & Batey, M. (2013). The structure and personality predictors of self-rated creativity. Thinking Skills and Creativity, 9, 76–84. doi:10.1016/j.tsc.2012.10.001CrossRefGoogle Scholar
Jauk, E., Benedek, M., Dunst, B., & Neubauer, A. C. (2013). The relationship between intelligence and creativity: new support for the threshold hypothesis by means of empirical breakpoint detection. Intelligence, 41, 212–21. doi:10.1016/j.intell.2013.03.003CrossRefGoogle ScholarPubMed
Kaufman, S. B. (2012). Counting the muses: development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6, 298–308. doi:10.1037/a0029751CrossRefGoogle Scholar
Kaufman, S. B., Quilty, L. C., Grazioplene, R. G., Hirsh, J. B., Gray, J. R., et al. (2016). Openness to experience and intellect differentially predict creative achievement in the arts and sciences. Journal of Personality, 84, 248–258. doi: 10.1111/jopy.12156.CrossRefGoogle Scholar
Kaufman, J. C., Waterstreet, M. A., Ailaouni, H. S., Whitcomb, H. J., Roe, A. K., et al. (2009). Personality and self-perceptions of creativity across domains. Imagination, Cognition and Personality, 29, 193–209. doi:10.2190/IC.29.3.cCrossRefGoogle Scholar
Kim, K. H. (2006). Can we trust creativity tests? A review of the Torrance Tests of Creative Thinking (TTCT). Creativity Research Journal, 18, 3–14.CrossRefGoogle Scholar
King, L. A., Walker, L. M., & Broyles, S. J. (1996). Creativity and the five-factor model. Journal of Research in Personality, 30, 189–203. doi:10.1006/jrpe.1996.0013CrossRefGoogle Scholar
Lee, S. A., & Dow, G. T. (2011). Malevolent creativity: does personality influence malicious divergent thinking? Creativity Research Journal, 23, 73–82. doi:10.1080/10400419.2011.571179CrossRefGoogle Scholar
Lee, I. R., & Kemple, K. (2014). Preservice teachers’ personality traits and engagement in creative activities as predictors of their support for children’s creativity. Creativity Research Journal, 26, 82–94. doi:10.1080/10400419.2014.873668CrossRefGoogle Scholar
Martindale, C., & Dailey, A. (1996). Creativity, primary process cognition and personality. Personality and Individual Differences, 20, 409–14. doi:10.1016/0191-8869(95)00202-2CrossRefGoogle Scholar
McCrae, R. R. (1987). Creativity, divergent thinking, and openness to experience. Journal of Personality and Social Psychology, 52, 1258–65. doi:10.1037/0022-3514.52.6.1258CrossRefGoogle Scholar
Niu, W., & Liu, D. (2009). Enhancing creativity: a comparison between effects of an indicative instruction “to be creative” and a more elaborate heuristic instruction on Chinese student creativity. Psychology of Aesthetics, Creativity, and the Arts, 3, 93–8. doi:10.1037/a0013660CrossRefGoogle Scholar
Nusbaum, E. C., Silvia, P. J., & Beaty, R. E. (2014). Ready, set, create: what instructing people to “be creative” reveals about the meaning and mechanisms of divergent thinking. Psychology of Aesthetics, Creativity, and the Arts, 8, 423–32. doi:10.1037/a0036549CrossRefGoogle Scholar
Plucker, J. A., & Renzulli, J. S. (1999). Psychometric Approaches to the Study of Human Creativity. In Sternberg, R. J. (ed.), Handbook of Creativity (pp. 35–61). New York: Cambridge University Press.Google Scholar
Pretz, J. E., & McCollum, V. A. (2014). Self-perceptions of creativity do not always reflect actual creative performance. Psychology of Aesthetics, Creativity, and the Arts, 8, 227–36. doi:10.1037/a0035597CrossRefGoogle Scholar
Reiter-Palmon, R., Illies, J. J., & Kobe-Cross, L. M. (2009). Conscientiousness is not always a good predictor of performance: the case of creativity. The International Journal of Creativity & Problem Solving, 19, 27–45.Google Scholar
Runco, M. A. (2004) Creativity. Annual Review of Psychology, 55, 657–87.CrossRefGoogle ScholarPubMed
Runco, M. A. (2007). Creativity. Amsterdam: Elsevier.Google Scholar
Runco, M. A., Illies, J. J., & Reiter-Palmon, R. (2005). Explicit instructions to be creative and original: a comparison of strategies and criteria as targets with three types of divergent thinking tests. Korean Journal of Thinking and Problem Solving, 15, 5–15.Google Scholar
Runco, M. A., & Okuda, S. M. (1991). The instructional enhancement of the flexibility and originality scores of divergent thinking tests. Applied Cognitive Psychology, 5, 435–41. doi:10.1002/acp.2350050505CrossRefGoogle Scholar
Sánchez-Ruiz, M. J., Hernández-Torrano, D., Pérez-González, J. C., Batey, M., & Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotion, 35, 461–73. doi:10.1007/s11031-011-9227-8CrossRefGoogle Scholar
Silvia, P. J., Beaty, R. E., Nusbaum, E. C., Eddington, K. M., Levin-Aspenson, H., et al. (2014). Everyday creativity in daily life: an experience-sampling study of “little c” creativity. Psychology of Aesthetics, Creativity, and the Arts, 8, 183–8. doi:10.1037/a0035722CrossRefGoogle Scholar
Silvia, P. J., Nusbaum, E. C., Berg, C., Martin, C., & O’Connor, A. (2009). Openness to experience, plasticity, and creativity: exploring lower-order, high-order, and interactive effects. Journal of Research in Personality, 43, 1087–90. doi:10.1016/j.jrp.2009.04.015CrossRefGoogle 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, 19–34. doi:10.1037/a0024071CrossRefGoogle Scholar
Silvia, P. J., Winterstein, B. P., Willse, J. T., Barona, C. M., Cram, J. T., et al. (2008). Assessing creativity with divergent thinking tasks: exploring the reliability and validity of new subjective scoring methods. Psychology of Aesthetics, Creativity, and the Arts, 2, 68–85. doi: 10.1037/1931-3896.2.2.68CrossRefGoogle Scholar
Sternberg, R. J., & Lubart, T. I. (1999). The Concepts of Creativity: Prospects and Paradigms. In Sternberg, R. J. (ed.), Handbook of Creativity (pp. 3–15). New York: Cambridge University Press.Google Scholar
Sung, S. Y., & Choi, J. N. (2009). Do Big Five personality factors affect individual creativity? The moderation role of extrinsic motiviation. Social Behavior and Personality, 37, 941–56. doi:10.2224/sbp.2009.37.7.941CrossRefGoogle Scholar
von Stumm, S., Chung, A., & Furnham, A. (2011). Creative ability, creative ideation and latent classes of creative achievement: what is the role of personality? Psychology of Aesthetics, Creativity, and the Arts, 5, 107–14. doi:10.1037/a0020499CrossRefGoogle Scholar
Walker, B. R., & Jackson, C. J. (2014). How the five factor model and revised reinforcement sensitivity theory predict divergent thinking. Personality and Individual Differences, 57, 54–8. doi:10.1016/j.paid.2013.09.011CrossRefGoogle Scholar
Wolfradt, U. & Pretz, J. E. (2001). Individual differences in creativity: personality, story writing, and hobbies. European Journal of Personality, 15, 297–310. doi:10.1002/per.409CrossRefGoogle Scholar
Wuthrich, V., & Bates, T. C. (2001). Schizotypy and latent inhibition: non-linear linkage between psychometric and cognitive markers. Personality and Individual Differences, 30, 783–98. doi:10.1016/S0191-8869(00)00071-4CrossRefGoogle 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
×