Exploitation and Exploration Climates’ Influence on Performance and Creativity: Diminishing Returns as Function of Self-Efficacy

2015 ◽  
Vol 44 (3) ◽  
pp. 870-891 ◽  
Author(s):  
Giles Hirst ◽  
Daan van Knippenberg ◽  
Qin Zhou ◽  
Cherrie Jiuhua Zhu ◽  
Philip Cheng-Fei Tsai

In response to calls for multilevel research examining individual and meso-level processes to understand how exploitation and exploration dynamics play out in teams, we propose that individual in-role performance (cf. exploitation) and creativity (cf. exploration) are associated with team exploitation and exploration climate respectively, and this influence is moderated by domain specific performance and creative self-efficacy respectively. Studying 317 engineers in 70 teams across three national regions, we theorize and find domain-specific evidence that when individual self-efficacy is high, team climate has diminishing performance (exploitation climate × performance self-efficacy) and creative (exploration climate × creative self-efficacy) benefits. By simultaneously studying creativity and performance, our study helps understand the differences and communalities in the drivers of those outcomes in identifying both the domain-specific character of these influences and the similarity in how these influences play out.

2019 ◽  
Vol 31 ◽  
pp. 103-111 ◽  
Author(s):  
Yu-shan Chang ◽  
Mavis Yi-Ching Chen ◽  
Meng-Jung Chuang ◽  
Chia-hui Chou

2020 ◽  
Vol 122 (7) ◽  
pp. 1-22
Author(s):  
Jen Katz-Buonincontro ◽  
Richard W. Hass ◽  
Elaine Perignat

Background/Context Beliefs about teaching for creativity is a newer area of empirical investigation in education. Purpose The purpose of the quantitative study was to measure teachers’ domain-specific beliefs about teaching for creativity, piloted for the first time in this study, and compare these beliefs with domain-general beliefs about creativity. Subjects The study subjects were preservice and practicing teachers enrolled in bachelor's, master's, and doctoral (PhD and EdD) education programs within a private university located in the northeastern United States. Research Design This study surveyed a convenience sample of preservice and practicing teachers’ beliefs about creativity and their beliefs about teaching for creativity to examine their creative self-efficacy, growth and fixed creative mindsets, desirability of creativity for teaching success, and valuing creativity for student learning. Data Collection and Analysis A total of 149 students completed a measure on beliefs about creativity (domain-general) and beliefs about teaching for creativity (domain-specific). Exploratory factor analysis was conducted to examine potential newly aligned items and factors with a change in wording. Results The factor structure of the Fixed Creative Mindset items, Creative Self-Efficacy items and Desirability items was stable when rewording them to represent teacher perspectives. The Growth Creative Mindset items do not show the same stability, but two of the items seem to be related to a single factor, which is evidence that these items are functioning well. The newly worded Value items loaded on a separate factor, with only one cross loading. Educators rated themselves high in most areas, and low in the area of Fixed Creative Mindset. The results indicate that the Beliefs About Teaching for Creativity scales are reliable, with significant correlations among factors. Recommendations We propose research and policy recommendations to further examine the complex relationship between teachers’ beliefs about teaching for creativity and their pedagogical practices, especially in the area of growth and fixed creative mindset.


Author(s):  
Sogol Homayoun ◽  
Danah Henriksen

Creativity has become one of the most sought-after skills from graduates across business and industry. It is therefore imperative to infuse creativity training within business programs of study and professional development experiences, to remind people of their eternally curious and creative nature. The objective of this paper is to explore the literature around theories of creative potential and performance—including creative identity, creative mindset, and creative self-efficacy. We consider perspectives that reveal that creativity is a mindset predicated on beliefs and ways of thinking. Educational psychology literature and theories of creative self-belief illustrate how creative identity, mindset, and self-efficacy form the core of an individual’s belief system to think, act, and develop creatively in the world. This connects to the potential of arts-based methods as a means to infuse creative learning into business education. We illustrate how our findings can be put into practice by sharing an example of an art-based intervention that is currently in progress to develop creative capacity among students in an internationally known business program. We conclude with the idea that its incumbent upon business education, professional development, and training to incorporate methodologies that enhance creative capacity by initially eliminating or minimizing self-perceived limitations in people, such as fear, negative personal judgement, and chattering of the mind—and theories of creative self-belief provide a foundation that can undergird arts-based methods toward this goal.


Author(s):  
◽  
Journey Coward

While previous studies identify doodling as a useful educational tool, this study sought to determine if doodling can build creative or emotional self-efficacy. Self-efficacy is an individual’s belief in their own capacity to express behaviors necessary to attain specific performance goals. The current study also sought to determine if doodling can be a form of self-care. Research collected was quantitative and qualitative using surveys to measure both creative and emotional self-efficacy along with a doodling activity. Ten participants were recruited through convenience sampling on social media and were included in the study after meeting the inclusion criteria of identifying themselves as a normally functioning adult. Individual times spent on doodling ranged from thirty minutes to three hours. The study took place during the Covid-19 pandemic which impacted the ability to recruit volunteer participants. The researcher collected data from the Emotional Self-Efficacy Scale (ESES) and Creative Self-Efficacy Scale (CSES). The results from this study support the use of doodling in art therapy as well as its effect on an individual’s self-expression and self-efficacy. The research also explores the use of doodling as a form of self-care. Recommendations for future research include expanding the population size and variety, as well as having a facilitator present to guide and witness the process.


2017 ◽  
Vol 102 (9) ◽  
pp. 1360-1374 ◽  
Author(s):  
Travis J. Grosser ◽  
Vijaya Venkataramani ◽  
Giuseppe (Joe) Labianca

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