From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes, Growth Mindset, and Creative Achievement

Language
en
Document Type
Article
Issue Date
2020-12-30
First published
2020-04-10
Issue Year
2020
Authors
Li, Pin
Zhang, Zhitian Skylor
Zhang, Yanna
Zhang, Jia
Nunez, Miguelina
Shi, Jiannong
Editor
Publisher
Wiley Periodicals LLC on behalf of Creative Education Foundation (CEF)
Abstract

Research has demonstrated that implicit theories of creativity are crucial in shaping an individual’s behavior and real‐life decisions toward being creative. The present study proposed and examined the underlying mechanisms of how two kinds of implicit theories—the growth mindset of the creative self and the stereotype of creative others—are associated with creative achievements through the mediating role of creativity motivation. Participants were 606 undergraduate students who were enrolled in an education major in two universities in China. Overall, the study found that Chinese students held a positive image toward a creative student, regarding him or her as highly competent, warm, and popular. Student perceptions of a creative other were positively related to their growth mindset of creativity. Moreover, results verified both the mediating role of creativity motivation on growth mindset, as well as the effect of positive stereotyping of the creative other on students’ creative achievement. These findings point to promising creativity motivation strategies including the cultivation of a malleable view of creativity and of creative role models, that may, in turn, promote creative achievement by encouraging students to do, learn, and accomplish new things.

Journal Title
The Journal of Creative Behavior
Citation

Journal of Creative Behavior (2020). https://onlinelibrary.wiley.com/doi/10.1002/jocb.446

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