Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity

Autor/inn/en	Wilken, Andrea; Forthmann, Boris; Holling, Heinz
Titel	Instructions Moderate the Relationship between Creative Performance in Figural Divergent Thinking and Reasoning Capacity
Quelle	In: Journal of Creative Behavior, 54 (2020) 3, S.582-597 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forthmann, Boris)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.392
Schlagwörter	Guidelines; Correlation; Creative Thinking; Thinking Skills; Performance Factors; Interests; Motivation; Intelligence + Suchen Sie Ihr Suchwort? Richtlinien; Korrelation; Kreatives Denken; Denkfähigkeit; Leistungsindikator; Bildungsinteresse; psychologische; Motivation (psychologisch); Intelligenz; Klugheit
Abstract	In this study with within-subject design, the "be-creative effect" was investigated using three instructions in figural divergent-thinking tasks: Besides a be-fluent instruction, a be-creative instruction, and a be-creative instruction combined with strategies were applied. In addition, reasoning ability as part of fluid intelligence, self-reported creative ideation, current motivation after reading the instructions, and task-related interest were assessed. Multilevel analysis applying random-intercept-constant-slope models found significant main effects of the instructions on creative performance and fluency. Both be-creative instructions yielded a rise in creative performance in divergent thinking tasks with additional improvement due to supporting strategies. The be-fluent instruction enhanced the quantity of ideas but decreased creative performance. Task-related interest turned out to be a better predictor of creative performance than the self-estimated expected interest prior to working on the task. Moreover, the relationship of creative performance and reasoning ability was moderated by instruction, with no relationship with a be-fluent instruction and small to moderate positive effects with both instructions emphasizing creative ideas. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01