Search

The current research examines the utility of using creative outcome goals and process goals to enhance creativity. We propose that although creative outcome goals are likely to have a direct positive impact on creativity, the relationship between process goals and creativity is mediated by creative process engagement. Results from an experimental study demonstrated that creative outcome goals, particularly specific creative outcome goals, relate directly as well as indirectly to outcome creativity through creative process engagement. Creative process goals, however, impact outcome creativity only indirectly through creative process engagement. Process goals also had a negative impact on perceptions of autonomy, which resulted in lower levels of intrinsic motivation and ultimately creativity. The findings suggest that goals can be effective for enhancing both creative process engagement and outcome creativity; however, care should be taken to ensure that goals do not negatively impact autonomy.

Work avoidance, or the goal to reduce effort in an achievement context, is related to disengagement and may offer insight into disengaged students and employees. To shed light on this issue, we investigated the antecedents of work avoidance in academic and work contexts to distinguish it from mastery, performance-approach, and performance-avoidance goals. Two samples of employed college students (N = 207, N = 233) completed questionnaires about their jobs and in one sample about their introductory psychology class. Across both contexts, proposed antecedents of alienation, low need for achievement, and perceiving one's competence needs as not being met predicted work avoidance. Work avoidance also accounted for additional variance when combined with achievement goals to predict citizenship behaviors, perceiving work/classwork as meaningless and wanting to leave/quit.

Individuals and organizations frequently tout creative ideas as a desirable goal, and yet, creative ideas are frequently rejected. Creativity researchers have often suggested that creative ideas are rejected because they are perceived as riskier due to their inherent novelty or originality. Although this assumption is prevalent, we are unaware of any empirical research directly examining the relations between perceptions of novelty and risk. We provide an empirical test of this assumption in two studies in which participants rate the novelty, usefulness, and riskiness of ideas. Across both studies, we find consistent support for the idea that usefulness, rather than novelty, has the strongest relation with risk perceptions. We also find some evidence that novelty and usefulness interact to predict perceptions of risk. Additionally, in Study 2, we find that usefulness has the strongest relation with willingness to invest and buy a product. The findings of this study suggest that the bias against creativity may be driven by the perceived usefulness of an idea, rather than its novelty, such that ideas with lower usefulness are perceived to be riskier. [ABSTRACT FROM AUTHOR]

The present research examines how creative process engagement (information gathering, idea generation, idea evaluation, and idea pitch) influences the affective states of positive affect (PA) and negative affect (NA). Drawing from motivation theory and research, we proposed that creative process behaviors that are more autonomous and less constrained will increase positive affect. Additionally, creative process behaviors that are more likely to be perceived as making negative goal progress are expected to result in higher levels of negative affect. We also examine boundary conditions of these effects including task‐relevant knowledge, perceived performance, and baseline affect. Results from two studies confirm that idea generation, which is considered an autonomous activity, increases PA levels. This effect holds true across varying starting affect levels (excited, calm, and neutral). Moreover, results confirm that information search, which may be perceived as making negative goal progress, increases NA levels and PA levels decrease when task‐relevant knowledge is low. The effects of idea evaluation and idea pitch on PA and NA are mixed across the two studies. The implications of these findings for understanding how the creative process impacts affect are discussed. [ABSTRACT FROM AUTHOR]

We examine turnover reasons for dysfunctional (i.e., high-performing or high-competency) leavers versus functional (i.e., low-performing or low-competency) leavers. In a United States retail bank, high performers reported wanting better advancement or development opportunities as their top turnover reason, whereas low performers mentioned wanting different job tasks, job insecurity, work stress, problems with coworkers, and generic problems with management more frequently than high performers. In an Indian IT consultancy firm, job performance and competency level were positively related to reporting problems with leadership/upper management, whereas performance was negatively related to reporting a specific alternative job offer. Through these studies, we develop a novel turnover reason measure for scholars and practitioners that assesses reason importance, enables the vital accumulation of data across studies, and increases diagnostic potential in exit or stay interviews/surveys. Finally, we offer directions for building theory and improving the management of high-performer turnover. [ABSTRACT FROM AUTHOR]

In this rejoinder, we discuss several areas of agreement as well as some noteworthy divergence in perspectives that are worth exploring further. We also note a few areas where immediate clarifications may be necessary. Next, we discuss practical solutions and challenges for improving the validity and fairness of graduate admissions. We conclude with a call for intellectual humility and openness in further advancing the field's discussions on this critical topic as well as for authenticity and persistence in effecting real changes to the system. [ABSTRACT FROM AUTHOR]

Work avoidance, or the goal to reduce effort in an achievement context, is related to disengagement and may offer insight into disengaged students and employees. To shed light on this issue, we investigated the antecedents of work avoidance in academic and work contexts to distinguish it from mastery, performance-approach, and performance-avoidance goals. Two samples of employed college students (N = 207, N = 233) completed questionnaires about their jobs and in one sample about their introductory psychology class. Across both contexts, proposed antecedents of alienation, low need for achievement, and perceiving one's competence needs as not being met predicted work avoidance. Work avoidance also accounted for additional variance when combined with achievement goals to predict citizenship behaviors, perceiving work/classwork as meaningless and wanting to leave/quit. [ABSTRACT FROM AUTHOR]

There is much debate on the value of the arts and humanities in our society. Each side provides strong arguments, but there has been little empirical research to draw on. A key reason for the lack of scientific evidence is the absence of a conceptual model on which to base investigations of the ways the arts and the humanities might contribute to human flourishing. To address this, we present a model to demarcate the domain of the arts and humanities by means of an extensional definition (e.g. majors, disciplines, and occupations) integrated with a functional analysis (i.e. modes of engagement and activities of involvement). We suggest immersion, embeddedness, socialisation, and reflectiveness as mechanisms by which the arts and humanities may enhance various forms of human flourishing. We conclude with implications of the model and ideas for future research to investigate the effects of the arts and humanities on human flourishing. [ABSTRACT FROM AUTHOR]

As many schools and departments are considering the removal of the Graduate Record Examination (GRE) from their graduate-school admission processes to enhance equity and diversity in higher education, controversies arise. From a psychometric perspective, we see a critical need for clarifying the meanings of measurement "bias" and "fairness" to create common ground for constructive discussions within the field of psychology, higher education, and beyond. We critically evaluate six major sources of information that are widely used to help inform graduate-school admissions decisions: grade point average, personal statements, resumes/curriculum vitae, letters of recommendation, interviews, and GRE. We review empirical research evidence available to date on the validity, bias, and fairness issues associated with each of these admission measures and identify potential issues that have been overlooked in the literature. We conclude by suggesting several directions for practical steps to improve the current admissions decisions and highlighting areas in which future research would be beneficial. [ABSTRACT FROM AUTHOR]

In response to Webb and Tangney (2022) we call into question the conclusion that data collected on Amazon's Mechanical Turk (MTurk) was "at best-only 2.6% valid" (p. 1). We suggest that Webb and Tangney made certain choices during the study-design and data-collection process that adversely affected the quality of the data collected. As a result, the anecdotal experience of these authors provides weak evidence that MTurk provides low-quality data as implied. In our commentary we highlight best practice recommendations and make suggestions for more effectively collecting and screening online panel data.