Difference between motivational goal framing effects on creative and perceptual task performance
Abstract
This study examined the effects of motivational goal framing on creative and perceptual performance. Goal orientation was manipulated via task instructions. In order to examine whether goal framing (learning or performance) are influential only in creative performance, two experiments were conducted, one with creative task, the other with perceptual task. In the first experiment, 162 students engaged in full-time employment completed a creative task. In the second experiment, 268 students engaged in full-time employment completed a perceptual task. The first experiment showed that individuals instructed to be learning oriented were more creative relative to those instructed to be performance oriented. This occurred only in the creative task, as performance did not differ according to goal orientation framing in the second experiment. The results are discussed in terms of anxiety and cognitive performance theory and the stage model of creativity.
Article in English.
Motyvuojančio tikslo formulavimo įtakos skirtingumas atliekant kūrybinę ir suvokimo užduotį
Santrauka
Šiame tyrime nagrinėjama skirtinga motyvuojančio tikslo įtaka kūrybinei ir suvokimo veiklai. Orientavimasis į tikslus buvo valdomas užduočių instrukcijomis. Siekiant išanalizuoti, ar tikslo formulavimas (mokymasis ar veikla) turi įtakos tik kūrybinei veiklai, buvo atlikti du eksperimentai: vienas – pasitelkiant kūrybinę užduotį, kitas – suvokimo užduotį. Pirmajame eksperimente 162 studentai visą eksperimento laiką atliko kūrybinę užduotį, antrajame eksperimente 268 studentai visą eksperimento laiką atliko suvokimo užduotį. Pirmuoju eksperimentu buvo atskleista, kad asmenys, kuriems buvo nurodyta orientuotis į mokymąsi, buvo kūrybiškesni, palyginti su tais, kurie turėjo orientuotis į veiklą. Taip įvyko tik duodant kūrybinę užduotį, nes antrojo eksperimento metu nebuvo jokių veiklos skirtumų tikslo atžvilgiu. Rezultatai aptariami remiantis nerimo ir kognityvinės veiklos teorijos bei kūrybiškumo pakopų modelio požiūriais.
Reikšminiai žodžiai: kūrybinė veikla, orientavimasis į mokymosi tikslus, orientavimasis į motyvuojančius tikslus, suvokimo veikla, orientavimasis į suvokimo tikslus.
Keyword : creative performance, learning goal orientation, motivational goal orientation, perceptual performance, performance goal orientation
How to Cite
Kaspi-Baruch, O. (2018). Difference between motivational goal framing effects on creative and perceptual task performance. Creativity Studies, 11(2), 294-310. https://doi.org/10.3846/cs.2018.3074
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Acar, S., Burnett, C., & Cabra, J. F. (2017). Ingredients of creativity: originality and more. Creativity Research Journal, 29(2), 133-144. https://doi.org/10.1080/10400419.2017.1302776
Alexander, L., & Knippenberg, van D. (2014). Teams in pursuit of radical innovation: a goal orientation perspective. Academy of Management Review, 39(4), 423-438. https://doi.org/10.5465/amr.2012.0044
Amabile, T. M. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 37(2), 221-233. https://doi.org/10.1037/0022-3514.37.2.221
Amabile, T. M. (1985). Motivation and creativity: effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399. https://doi.org/10.1037/0022-3514.48.2.393
Amabile, T. M., Hennessey, B. A., & Grossman, B. S. (1986). Social Influences on creativity: the effects of contracted-for reward. Journal of Personality and Social Psychology, 50(1), 14-23. https://doi.org/10.1037/0022-3514.50.1.14
Anderson, N., Dreu, De C. K. W., & Nijstad, B. A. (2004). The routinization of innovation research: a constructively critical review of the state‐of‐the‐science. Journal of Organizational Behavior, 25(2), 147-173. https://doi.org/10.1002/job.236
Anderson, N., Potočnik, K., & Zhou, J. (2014). Innovation and creativity in organizations: a state-of-the-science review, prospective commentary, and guiding framework. Journal of Management, 40(5), 1297-1333. https://doi.org/10.1177/0149206314527128
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224-237. https://doi.org/10.1037/0096-3445.130.2.224
Bar-Eli, M., Tenenbaum, G., Pie, J. S., Btesh, Y., & Almog, A. (1997). Effect of goal difficulty, goal specificity and duration of practice time intervals on muscular endurance performance. Journal of Sports Sciences, 15(2), 125-135. https://doi.org/10.1080/026404197367407
Baer, J. (1997). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10(1), 25-31. https://doi.org/10.1207/s15326934crj1001_3
Barron, F. (1972). Artists in the making. New York: Seminar Press.
Barron, F. (1961). Creative vision and expression in writing and painting. In D. W. MacKinnon (Ed.), The Creative Person (pp. 237-251). Berkeley, CA: Institute of Personality Assessment Research, University of California.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706-722. https://doi.org/10.1037/0022-3514.80.5.706
Beketayev, K., & Runco, M. A. (2016). Scoring divergent thinking tests by computer with a semantics-based algorithm. Europe’s Journal of Psychology, 12(2), 210-220. https://doi.org/10.5964/ejop.v12i2.1127
Busse, Th. V., & Mansfield, R. S. (1980). Theories of the creative process: a review and a perspective. Journal of Creative Behavior, 14(2), 91-132. https://doi.org/10.1002/j.2162-6057.1980.tb00232.x
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: a perceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67(1), 26-48. https://doi.org/10.1006/obhd.1996.0063
Cagle, M. (1985). A general abstract-concrete model of creative thinking. Journal of Creative Behavior, 19(2), 104-109. https://doi.org/10.1002/j.2162-6057.1985.tb00643.x
Cawelti, S., Rappaport, A., & Wood, B. (1992). Modeling artistic creativity: an empirical study. Journal of Creative Behavior, 26(2), 83-94. https://doi.org/10.1002/j.2162-6057.1992.tb01164.x
Chen, G., Gully, S. M., Whiteman, J.-A., & Kilcullen, R. N. (2000). Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance. Journal of Applied Psychology, 85(6), 835-847. https://doi.org/10.1037/0021-9010.85.6.835
Corbetta, M., & Shulman, G. L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews: Neuroscience, 3, 201-215. https://doi.org/10.1038/nrn755
DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127. https://doi.org/10.1037/0021-9010.90.6.1096
Dweck, C. S. (2017). From needs to goals and representations: foundations for a unified theory of motivation, personality, and development. Psychological Review, 124(6), 689-719. https://doi.org/10.1037/rev0000082
Dweck, C. S. (1989). Motivation. In A. Lesgold, & R. Glaser (Eds.), Foundations for a Psychology of Education (pp. 87-136). New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295X.95.2.256
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: reality or myth? American Psychologist, 51(11), 1153-1166. https://doi.org/10.1037/0003-066X.51.11.1153
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: the processing efficiency theory. Cognition and Emotion, 6(6), 409-434. https://doi.org/10.1080/02699939208409696
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336-353. https://doi.org/10.1037/1528-3542.7.2.336
Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993). Goal orientation and action control theory: implications for industrial and organizational psychology. In C. L. Cooper, & I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology, 8, 193-232. New York: John Wiley & Sons, Ltd.
Gist, M. E., & Kay Stevens, C. (1998). Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generalization. Organizational Behavior and Human Decision Processes, 75(2), 142-169. https://doi.org/10.1006/obhd.1998.2787
Gong, Y., & Fan, J. (2006). Longitudinal examination of the role of goal orientation in cross-cultural adjustment. Journal of Applied Psychology, 91(1), 176-184. https://doi.org/10.1037/0021-9010.91.1.176
Gong, Y., Huang, J.-Ch., & Farh, J.-L. (2009). Employee learning orientation, transformational leadership, and employee creativity: the mediating role of employee creative self-efficacy. Academy of Management Journal, 52(4), 765-778. https://doi.org/10.5465/amj.2009.43670890
Goswami, A. (1996). Creativity and the quantum: a unified theory of creativity. Creativity Research Journal, 9(1), 47-61. https://doi.org/10.1207/s15326934crj0901_5
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of Achievement Goal Theory: necessary and illuminating. Journal of Educational Psychology, 94(3), 638-645. https://doi.org/10.1037/0022-0663.94.3.638
Helson, R. (1999). A longitudinal study of creative personality in women, Creativity Research Journal, 12(2), 89-101. https://doi.org/10.1207/s15326934crj1202_2
Hirst, G., Knippenberg, van D., & Zhou, J. (2009). A cross-level perspective on employee creativity: goal orientation, team learning behavior, and individual creativity. Academy of Management Journal, 52(2), 280-293. https://doi.org/10.5465/amj.2009.37308035
Hülsheger, U. R., Anderson, N., & Salgado, J. F. (2009). Team-level predictors of innovation at work: a comprehensive meta-analysis spanning three decades of research. Journal of Applied Psychology, 94(5), 1128-1145. https://doi.org/10.1037/a0015978
Jacoby, L. L. (1983). Remembering the data: analyzing interactive processes in reading. Journal of Verbal Learning and Verbal Behavior, 22(5), 485-508.
Janssen, O., & Yperen, Van N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368-384.
Kay Stevens, C., & Gist, M. E. (1997). Effects of self‐efficacy and goal‐orientation training on negotiation skill maintenance: what are the mechanisms? Personnel Psychology, 50(4), 955-978.
Kaspi-Baruch, O. (Forthcoming). Big Five personality and creativity: the moderating effect of motivational goal orientation, The Journal of Creative Behavior. https://doi.org/10.1002/jocb.183
Kozlowski, S. W. J., & Bell, B. S. (2006). Disentangling achievement orientation and goal setting: effects on self-regulatory processes. Journal of Applied Psychology, 91(4), 900-916.
Liao, T. Sh., & Rice, J. (2010). Innovation investments, market engagement and financial performance: a study among Australian manufacturing SMEs. Research Policy, 39(1), 117-125.
Lubart, T. I. (2000-2001). Models of the creative process: past, present and future. Creativity Research Journal, 13(3-4), 295-308. https://doi.org/10.1016/j.respol.2009.11.002
MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17(7), 484-495. https://doi.org/10.1037/h0046541
Martocchio, J. J. (1994). Effects of conceptions of ability on anxiety, self-efficacy, and learning in training. Journal of applied psychology, 79(6), 819.
Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63-78.
Milgram, R. M., & Milgram, N. A. (1976). Creative thinking and creative performance in Israeli students. Journal of Educational Psychology, 68(3), 255-259. https://doi.org/10.1037/0022-0663.68.3.255
Miron-Spektor, E., & Beenen, G. (2015). Motivating creativity: the effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness. Organizational Behavior and Human Decision Processes, 127, 53-65. https://doi.org/10.1016/j.obhdp.2015.01.001
Mumford, M. D., & Hunter, S. T. (2005). Innovation in organizations: a multi-level perspective on creativity. In F. Dansereau, & F. J. Yammarino (Eds.), Multi-level issues in strategy and methods. Vol. 4: Research in Multi-Level Issues (pp. 11-74). Amsterdam: Elsevier Ltd. https://doi.org/10.1016/S1475-9144(05)04001-4
Mumford, M. D., Scott, G. M., Gaddis, B., & Strange, J. M. (2002). Leading creative people: orchestrating expertise and relationships. The Leadership Quarterly, 13(6), 705-750. https://doi.org/10.1016/S1048-9843(02)00158-3
Moshman, D. (2018). Metacognitive theories revisited. Educational Psychology Review, 30(2), 599-606. https://doi.org/10.1007/s10648-017-9413-7
Nęcka, E., & Hlawacz, T. (2013). Who has an artistic temperament? Relationships between creativity and temperament among artists and bank officers. Creativity Research Journal, 25(2), 182-188. https://doi.org/10.1080/10400419.2013.783744
Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. https://doi.org/10.1037/0033-295X.91.3.328
Ochse, R. (1990). Before the gates of excellence: the determinants of creative genius. Cambridge: Cambridge University Press.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128-150. https://doi.org/10.1037/0021-9010.92.1.128
Qualtrics. (2018). Qualtrics. Retrieved from https://www.qualtrics.com/?drift=2
Roediger, III H. L. (1990). Implicit memory: retention without remembering. American Psychologist, 45(9), 1043-1056. https://doi.org/10.1037/0003-066X.45.9.1043
Rosenbusch, N., Brinckmann, J., & Bausch, A. (2011). Is innovation always beneficial? A meta-analysis of the relationship between innovation and performance in SMEs. Journal of Business Venturing, 26(4), 441-457. https://doi.org/10.1016/j.jbusvent.2009.12.002
Runco, M. A. (2007). Creativity. Theories and themes: research, development, and practice. San Diego, CA: Elsevier Academic Press.
Runco, M. A. (1991). Divergent thinking. Norwood, NJ: Ablex Publishing Corporation.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96. https://doi.org/10.1080/10400419.2012.650092
Schraw, G. (2010). On the development of adult metacognition. In M. C. Smith, & Th. Pourchot (Eds.), Adult learning and development: perspectives from educational psychology (pp. 89-106). New York: Routledge.
Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal setting and goal orientation: an integration of two different yet related literatures. Academy of Management Journal, 47(2), 227-239.
Silvia, P. J., Nusbaum, E. C., & Beaty, R. E. (2017). Old or new? Evaluating the old/new scoring method for divergent thinking tasks. Journal of Creative Behavior, 51(3), 216–224. https://doi.org/10.1002/jocb.101
Steele-Johnson, D., Beauregard, R. S., Hoover, P. B., & Schmidt, A. M. (2000). Goal orientation and task demand effects on motivation, affect, and performance. Journal of Applied Psychology, 85(5), 724-738. https://doi.org/10.1037/0021-9010.85.5.724
Sternberg, R. J. (2017). Whence creativity? Journal of Creative Behavior, 51(4), 289-292. https://doi.org/10.1002/jocb.199
Taylor-Bianco, A., Higgins, E. T., & Klem, A. (2003). How “Fun/Importance” fit affects performance: relating implicit theories to instructions. Personality and Social Psychology Bulletin, 29(9), 1091-1103. https://doi.org/10.1177/0146167203253481
VandeWalle, D. (2001). Goal orientation: why wanting to look successful doesn’t always lead to success. Organizational Dynamics, 30(2), 162-171. https://doi.org/10.1016/S0090-2616(01)00050-X
Wallas, G. (1926). The art of thought. New York, NY: Harcourt, Brace and Company.
West, M. A. (2002). Sparkling fountains or stagnant ponds: an integrative model of creativity and innovation implementation in work groups. Applied Psychology, 51(3), 355-387. https://doi.org/10.1111/1464-0597.00951
Yperen, Van N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PloS One, 9(4), 1-16. https://doi.org/10.1371/journal.pone.0093594
Zhou, J., & Shalley, Ch. E. (Eds.). (2008). Handbook of organizational creativity. New York, NY: Taylor & Francis Group, LLC.
Zhou, J., & Shalley, Ch. E. (2003). Research on employee creativity: a critical review and directions for future research. In M. R. Buckley, J. R. B. Halbesleben, & A. R. Wheeler (Series Eds.), Research in Personnel and Human Resources Management (pp. 165-217). Vol. 22. Bingley: Emerald Group Publishing Limited. https://doi.org/10.1016/S0742-7301(03)22004-1
Alexander, L., & Knippenberg, van D. (2014). Teams in pursuit of radical innovation: a goal orientation perspective. Academy of Management Review, 39(4), 423-438. https://doi.org/10.5465/amr.2012.0044
Amabile, T. M. (1979). Effects of external evaluation on artistic creativity. Journal of Personality and Social Psychology, 37(2), 221-233. https://doi.org/10.1037/0022-3514.37.2.221
Amabile, T. M. (1985). Motivation and creativity: effects of motivational orientation on creative writers. Journal of Personality and Social Psychology, 48(2), 393-399. https://doi.org/10.1037/0022-3514.48.2.393
Amabile, T. M., Hennessey, B. A., & Grossman, B. S. (1986). Social Influences on creativity: the effects of contracted-for reward. Journal of Personality and Social Psychology, 50(1), 14-23. https://doi.org/10.1037/0022-3514.50.1.14
Anderson, N., Dreu, De C. K. W., & Nijstad, B. A. (2004). The routinization of innovation research: a constructively critical review of the state‐of‐the‐science. Journal of Organizational Behavior, 25(2), 147-173. https://doi.org/10.1002/job.236
Anderson, N., Potočnik, K., & Zhou, J. (2014). Innovation and creativity in organizations: a state-of-the-science review, prospective commentary, and guiding framework. Journal of Management, 40(5), 1297-1333. https://doi.org/10.1177/0149206314527128
Ashcraft, M. H., & Kirk, E. P. (2001). The relationships among working memory, math anxiety, and performance. Journal of Experimental Psychology: General, 130(2), 224-237. https://doi.org/10.1037/0096-3445.130.2.224
Bar-Eli, M., Tenenbaum, G., Pie, J. S., Btesh, Y., & Almog, A. (1997). Effect of goal difficulty, goal specificity and duration of practice time intervals on muscular endurance performance. Journal of Sports Sciences, 15(2), 125-135. https://doi.org/10.1080/026404197367407
Baer, J. (1997). Gender differences in the effects of anticipated evaluation on creativity. Creativity Research Journal, 10(1), 25-31. https://doi.org/10.1207/s15326934crj1001_3
Barron, F. (1972). Artists in the making. New York: Seminar Press.
Barron, F. (1961). Creative vision and expression in writing and painting. In D. W. MacKinnon (Ed.), The Creative Person (pp. 237-251). Berkeley, CA: Institute of Personality Assessment Research, University of California.
Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: testing multiple goal models. Journal of Personality and Social Psychology, 80(5), 706-722. https://doi.org/10.1037/0022-3514.80.5.706
Beketayev, K., & Runco, M. A. (2016). Scoring divergent thinking tests by computer with a semantics-based algorithm. Europe’s Journal of Psychology, 12(2), 210-220. https://doi.org/10.5964/ejop.v12i2.1127
Busse, Th. V., & Mansfield, R. S. (1980). Theories of the creative process: a review and a perspective. Journal of Creative Behavior, 14(2), 91-132. https://doi.org/10.1002/j.2162-6057.1980.tb00232.x
Button, S. B., Mathieu, J. E., & Zajac, D. M. (1996). Goal orientation in organizational research: a perceptual and empirical foundation. Organizational Behavior and Human Decision Processes, 67(1), 26-48. https://doi.org/10.1006/obhd.1996.0063
Cagle, M. (1985). A general abstract-concrete model of creative thinking. Journal of Creative Behavior, 19(2), 104-109. https://doi.org/10.1002/j.2162-6057.1985.tb00643.x
Cawelti, S., Rappaport, A., & Wood, B. (1992). Modeling artistic creativity: an empirical study. Journal of Creative Behavior, 26(2), 83-94. https://doi.org/10.1002/j.2162-6057.1992.tb01164.x
Chen, G., Gully, S. M., Whiteman, J.-A., & Kilcullen, R. N. (2000). Examination of relationships among trait-like individual differences, state-like individual differences, and learning performance. Journal of Applied Psychology, 85(6), 835-847. https://doi.org/10.1037/0021-9010.85.6.835
Corbetta, M., & Shulman, G. L. (2002). Control of goal-directed and stimulus-driven attention in the brain. Nature Reviews: Neuroscience, 3, 201-215. https://doi.org/10.1038/nrn755
DeShon, R. P., & Gillespie, J. Z. (2005). A motivated action theory account of goal orientation. Journal of Applied Psychology, 90(6), 1096-1127. https://doi.org/10.1037/0021-9010.90.6.1096
Dweck, C. S. (2017). From needs to goals and representations: foundations for a unified theory of motivation, personality, and development. Psychological Review, 124(6), 689-719. https://doi.org/10.1037/rev0000082
Dweck, C. S. (1989). Motivation. In A. Lesgold, & R. Glaser (Eds.), Foundations for a Psychology of Education (pp. 87-136). New Jersey: Lawrence Erlbaum Associates, Inc., Publishers.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273. https://doi.org/10.1037/0033-295X.95.2.256
Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: reality or myth? American Psychologist, 51(11), 1153-1166. https://doi.org/10.1037/0003-066X.51.11.1153
Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: the processing efficiency theory. Cognition and Emotion, 6(6), 409-434. https://doi.org/10.1080/02699939208409696
Eysenck, M. W., Derakshan, N., Santos, R., & Calvo, M. G. (2007). Anxiety and cognitive performance: attentional control theory. Emotion, 7(2), 336-353. https://doi.org/10.1037/1528-3542.7.2.336
Farr, J. L., Hofmann, D. A., & Ringenbach, K. L. (1993). Goal orientation and action control theory: implications for industrial and organizational psychology. In C. L. Cooper, & I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology, 8, 193-232. New York: John Wiley & Sons, Ltd.
Gist, M. E., & Kay Stevens, C. (1998). Effects of practice conditions and supplemental training method on cognitive learning and interpersonal skill generalization. Organizational Behavior and Human Decision Processes, 75(2), 142-169. https://doi.org/10.1006/obhd.1998.2787
Gong, Y., & Fan, J. (2006). Longitudinal examination of the role of goal orientation in cross-cultural adjustment. Journal of Applied Psychology, 91(1), 176-184. https://doi.org/10.1037/0021-9010.91.1.176
Gong, Y., Huang, J.-Ch., & Farh, J.-L. (2009). Employee learning orientation, transformational leadership, and employee creativity: the mediating role of employee creative self-efficacy. Academy of Management Journal, 52(4), 765-778. https://doi.org/10.5465/amj.2009.43670890
Goswami, A. (1996). Creativity and the quantum: a unified theory of creativity. Creativity Research Journal, 9(1), 47-61. https://doi.org/10.1207/s15326934crj0901_5
Harackiewicz, J. M., Barron, K. E., Pintrich, P. R., Elliot, A. J., & Thrash, T. M. (2002). Revision of Achievement Goal Theory: necessary and illuminating. Journal of Educational Psychology, 94(3), 638-645. https://doi.org/10.1037/0022-0663.94.3.638
Helson, R. (1999). A longitudinal study of creative personality in women, Creativity Research Journal, 12(2), 89-101. https://doi.org/10.1207/s15326934crj1202_2
Hirst, G., Knippenberg, van D., & Zhou, J. (2009). A cross-level perspective on employee creativity: goal orientation, team learning behavior, and individual creativity. Academy of Management Journal, 52(2), 280-293. https://doi.org/10.5465/amj.2009.37308035
Hülsheger, U. R., Anderson, N., & Salgado, J. F. (2009). Team-level predictors of innovation at work: a comprehensive meta-analysis spanning three decades of research. Journal of Applied Psychology, 94(5), 1128-1145. https://doi.org/10.1037/a0015978
Jacoby, L. L. (1983). Remembering the data: analyzing interactive processes in reading. Journal of Verbal Learning and Verbal Behavior, 22(5), 485-508.
Janssen, O., & Yperen, Van N. W. (2004). Employees’ goal orientations, the quality of leader-member exchange, and the outcomes of job performance and job satisfaction. Academy of Management Journal, 47(3), 368-384.
Kay Stevens, C., & Gist, M. E. (1997). Effects of self‐efficacy and goal‐orientation training on negotiation skill maintenance: what are the mechanisms? Personnel Psychology, 50(4), 955-978.
Kaspi-Baruch, O. (Forthcoming). Big Five personality and creativity: the moderating effect of motivational goal orientation, The Journal of Creative Behavior. https://doi.org/10.1002/jocb.183
Kozlowski, S. W. J., & Bell, B. S. (2006). Disentangling achievement orientation and goal setting: effects on self-regulatory processes. Journal of Applied Psychology, 91(4), 900-916.
Liao, T. Sh., & Rice, J. (2010). Innovation investments, market engagement and financial performance: a study among Australian manufacturing SMEs. Research Policy, 39(1), 117-125.
Lubart, T. I. (2000-2001). Models of the creative process: past, present and future. Creativity Research Journal, 13(3-4), 295-308. https://doi.org/10.1016/j.respol.2009.11.002
MacKinnon, D. W. (1962). The nature and nurture of creative talent. American Psychologist, 17(7), 484-495. https://doi.org/10.1037/h0046541
Martocchio, J. J. (1994). Effects of conceptions of ability on anxiety, self-efficacy, and learning in training. Journal of applied psychology, 79(6), 819.
Markus, H. (1977). Self-schemata and processing information about the self. Journal of Personality and Social Psychology, 35(2), 63-78.
Milgram, R. M., & Milgram, N. A. (1976). Creative thinking and creative performance in Israeli students. Journal of Educational Psychology, 68(3), 255-259. https://doi.org/10.1037/0022-0663.68.3.255
Miron-Spektor, E., & Beenen, G. (2015). Motivating creativity: the effects of sequential and simultaneous learning and performance achievement goals on product novelty and usefulness. Organizational Behavior and Human Decision Processes, 127, 53-65. https://doi.org/10.1016/j.obhdp.2015.01.001
Mumford, M. D., & Hunter, S. T. (2005). Innovation in organizations: a multi-level perspective on creativity. In F. Dansereau, & F. J. Yammarino (Eds.), Multi-level issues in strategy and methods. Vol. 4: Research in Multi-Level Issues (pp. 11-74). Amsterdam: Elsevier Ltd. https://doi.org/10.1016/S1475-9144(05)04001-4
Mumford, M. D., Scott, G. M., Gaddis, B., & Strange, J. M. (2002). Leading creative people: orchestrating expertise and relationships. The Leadership Quarterly, 13(6), 705-750. https://doi.org/10.1016/S1048-9843(02)00158-3
Moshman, D. (2018). Metacognitive theories revisited. Educational Psychology Review, 30(2), 599-606. https://doi.org/10.1007/s10648-017-9413-7
Nęcka, E., & Hlawacz, T. (2013). Who has an artistic temperament? Relationships between creativity and temperament among artists and bank officers. Creativity Research Journal, 25(2), 182-188. https://doi.org/10.1080/10400419.2013.783744
Nicholls, J. G. (1984). Achievement motivation: conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328-346. https://doi.org/10.1037/0033-295X.91.3.328
Ochse, R. (1990). Before the gates of excellence: the determinants of creative genius. Cambridge: Cambridge University Press.
Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92(1), 128-150. https://doi.org/10.1037/0021-9010.92.1.128
Qualtrics. (2018). Qualtrics. Retrieved from https://www.qualtrics.com/?drift=2
Roediger, III H. L. (1990). Implicit memory: retention without remembering. American Psychologist, 45(9), 1043-1056. https://doi.org/10.1037/0003-066X.45.9.1043
Rosenbusch, N., Brinckmann, J., & Bausch, A. (2011). Is innovation always beneficial? A meta-analysis of the relationship between innovation and performance in SMEs. Journal of Business Venturing, 26(4), 441-457. https://doi.org/10.1016/j.jbusvent.2009.12.002
Runco, M. A. (2007). Creativity. Theories and themes: research, development, and practice. San Diego, CA: Elsevier Academic Press.
Runco, M. A. (1991). Divergent thinking. Norwood, NJ: Ablex Publishing Corporation.
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92-96. https://doi.org/10.1080/10400419.2012.650092
Schraw, G. (2010). On the development of adult metacognition. In M. C. Smith, & Th. Pourchot (Eds.), Adult learning and development: perspectives from educational psychology (pp. 89-106). New York: Routledge.
Seijts, G. H., Latham, G. P., Tasa, K., & Latham, B. W. (2004). Goal setting and goal orientation: an integration of two different yet related literatures. Academy of Management Journal, 47(2), 227-239.
Silvia, P. J., Nusbaum, E. C., & Beaty, R. E. (2017). Old or new? Evaluating the old/new scoring method for divergent thinking tasks. Journal of Creative Behavior, 51(3), 216–224. https://doi.org/10.1002/jocb.101
Steele-Johnson, D., Beauregard, R. S., Hoover, P. B., & Schmidt, A. M. (2000). Goal orientation and task demand effects on motivation, affect, and performance. Journal of Applied Psychology, 85(5), 724-738. https://doi.org/10.1037/0021-9010.85.5.724
Sternberg, R. J. (2017). Whence creativity? Journal of Creative Behavior, 51(4), 289-292. https://doi.org/10.1002/jocb.199
Taylor-Bianco, A., Higgins, E. T., & Klem, A. (2003). How “Fun/Importance” fit affects performance: relating implicit theories to instructions. Personality and Social Psychology Bulletin, 29(9), 1091-1103. https://doi.org/10.1177/0146167203253481
VandeWalle, D. (2001). Goal orientation: why wanting to look successful doesn’t always lead to success. Organizational Dynamics, 30(2), 162-171. https://doi.org/10.1016/S0090-2616(01)00050-X
Wallas, G. (1926). The art of thought. New York, NY: Harcourt, Brace and Company.
West, M. A. (2002). Sparkling fountains or stagnant ponds: an integrative model of creativity and innovation implementation in work groups. Applied Psychology, 51(3), 355-387. https://doi.org/10.1111/1464-0597.00951
Yperen, Van N. W., Blaga, M., & Postmes, T. (2014). A meta-analysis of self-reported achievement goals and nonself-report performance across three achievement domains (work, sports, and education). PloS One, 9(4), 1-16. https://doi.org/10.1371/journal.pone.0093594
Zhou, J., & Shalley, Ch. E. (Eds.). (2008). Handbook of organizational creativity. New York, NY: Taylor & Francis Group, LLC.
Zhou, J., & Shalley, Ch. E. (2003). Research on employee creativity: a critical review and directions for future research. In M. R. Buckley, J. R. B. Halbesleben, & A. R. Wheeler (Series Eds.), Research in Personnel and Human Resources Management (pp. 165-217). Vol. 22. Bingley: Emerald Group Publishing Limited. https://doi.org/10.1016/S0742-7301(03)22004-1