No abstract

Due to the close relationship among intrinsic/extrinsic motivation, regulatory focus, and creativity revealed by previous literature, intrinsic/extrinsic motivation may play a mediating role between regulatory focus and creativity. Therefore, the present study aimed to investigate the relationship between regulatory focus and creativity by combining intrinsic/extrinsic motivation. In this study, senior high school students (n = 418) completed the Regulatory Focus Questionnaire, the Working Preference Inventory, the Williams Creativity Assessment Packet, and the Kirton Adaption–Innovation Inventory. The correlation analysis showed that both promotion and prevention focus positively correlated with intrinsic motivation; intrinsic motivation and promotion focus positively correlated with creativity personality and innovative-adaptive cognitive style; and extrinsic motivation and prevention focus negatively correlated with innovative–adaptive cognitive style. Furthermore, a path model showed that promotion focus positively predicted creativity through the mediation of intrinsic motivation. In general, our study suggests that intrinsic motivation plays a mediating role between promotion focus and creativity. Our results complement those of previous studies and serve as inspiration for the cultivation of creativity in classroom or enterprise settings.

The present study aimed to investigate the relationship among self-construal, achievement goals, and creativity. A total of 464 junior high school students (mean age = 12.81 years; 44.2% male; 51.8% in seventh grade; and 48.2% in eighth grade) completed the Self-Construal Scale, Goal Orientation Scales, Divergent Feeling Scale, and Kirton's Adaption-Innovation Inventory. Correlation analyses showed that two types of self-construal were positively correlated with mastery goals, performance-approach goals, and creativity indexes (i.e., creative personality and innovative cognitive style); in addition, mastery goals and performance-approach goals were positively correlated with both creativity indexes, while performanceavoidance goals were positively correlated only with creative personality. Structural equation modeling revealed that independent self-construal positively predicted creativity; moreover, both independent selfconstrual and interdependent self-construal positively predicted mastery goals, and mastery goals positively predicted creativity, which suggests that both types of self-construal show positive indirect prediction for creativity through the mediation of mastery goals. In general, self-construal could predict creativity through achievement goals.