Creativity and Self-Determination in Personality

Sheldon, Kennon M.

doi:10.1207/s15326934crj0801_3

Cited by 137 publications

(106 citation statements)

References 39 publications

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“…People who are empowered are more likely to exhibit creative behavior (Jung et al, 2003;Zhou, 1998;). Sheldon (1995) demonstrates that personal autonomy is a core characteristic of creative people, and Mumford and Gustafson (1988) suggest that innovative achievement might increase when organizations support autonomy.…”

Section: Transformational Leadership and Psychological Empowermentmentioning

confidence: 99%

Transformational leadership, creativity, and organizational innovation

Gumusluoğlu¹,

İlsev²

2009

Journal of Business Research

1,080

756

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This study proposes a model of the impact of transformational leadership both on followers' creativity at the individual level and on innovation at the organizational level. The model is tested on 163 R&D personnel and managers at 43 micro-and small-sized Turkish software development companies. The results suggest that transformational leadership has important effects on creativity at both the individual and organizational levels. At the individual level, the results of hierarchical linear modeling show that there is a positive relationship between transformational leadership and employees' creativity. In addition, transformational leadership influences employees' creativity through psychological empowerment. At the organizational level, the results of regression analysis reveal that transformational leadership positively associates with organizational innovation, which is measured with a market-oriented criterion developed specifically for developing countries and newly developing industries. The implications of the findings along with some potential practical applications are discussed.

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Section: Transformational Leadership and Psychological Empowermentmentioning

confidence: 99%

Transformational leadership, creativity, and organizational innovation

Gumusluoğlu¹,

İlsev²

2009

Journal of Business Research

1,080

756

View full text Add to dashboard Cite

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“…The scores were summed to form a CPS index. Several studies have found that CPS is a reliable and valid measure of creative potential (Oldham & Cummings, 1996;Sheldon, 1995 …”

Section: Creative Personality Scale (Cps)mentioning

confidence: 99%

Thinking Styles, Creative Preferences, and Creative Personality among Chinese Students in Macau

Tsai¹

2015

IJPS

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A number of studies have been conducted to inspect the correlation between thinking styles and other variables. Nevertheless, there has been no prior research concerning the possible link between students' thinking styles and their creative preferences. The purpose of the current study is twofold: seeking to determine (a) the distribution of thinking styles in Macau college students, and (b) to what extent their thinking styles correlate to their creative preferences. The results indicate that no specific thinking style dominated in our sample. Additionally, the results from zero-order correlations and hierarchical regression partially support our hypothesis in that Type I thinking has a more significant connection to creativity, whereas Type II thinking does not. These findings have important implications for educators to consider in curriculum design of how to tie to thinking styles to creative potential.

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“…A Escala de Escolha Percebida na Aprendizagem é uma subescala da Escala de Autodeterminação (Sheldon, 1995;Trash & Elliot, 2002). A mesma foi adaptada a partir da versão traduzida para a população portuguesa (Silva e Cols., 2007).…”

Section: Instrumentos Escala De Escolha Percebida Na Aprendizagemunclassified

Avaliação da motivação intrínseca na aprendizagem: validação de duas escalas para crianças e adolescentes

Simões

Alarcão

2011

Psico-USF

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ResumoO objetivo do presente trabalho é proceder à adaptação e validação de duas escalas breves de avaliação da motivação na aprendizagem: a Escala de Escolha Percebida na Aprendizagem e a Escala de Competência Percebida na Aprendizagem. O estudo abrangeu 510 participantes, com idades compreendidas entre os 9 e os 16 anos. Após a análise exploratória de dados, o trabalho envolveu a avaliação da consistência interna, sucedida de uma análise fatorial exploratória de ambas as escalas. Foram estudadas, também, a sua validade convergente, bem como a sua estabilidade temporal. Foi ainda realizada uma análise diferencial dos resultados quanto às variáveis gênero e ano de escolaridade. Os instrumentos revelam valores moderados a elevados no nível da consistência interna e estruturas unidimensionais à semelhança das versões originais em língua inglesa. Confirmam-se, também, várias das hipóteses colocadas quanto à sua validade convergente. Estudos adicionais relativamente à estabilidade temporal desses instrumentos parecem ser pertinentes. Palavras-chave: Motivação, Escolha percebida, Competência percebida. Assessment of intrinsic motivation for learning: validation of two scales for children and adolescents AbstractThe aim of this study was to adapt and validate two brief scales in order to assess the subjective motivation for learning: the Perceived Choice for Learning Scale and the Perceived Competence for Learning Scale. The study involved 510 participants, ages 9-16 years old. After an exploratory data analysis, the study involved the assessment of internal consistency, followed by an exploratory factor analysis of both scales. Convergent validity and temporal stability of the two scales were also tested, along with a differential analysis regarding gender and school level of the participants. The instruments showed moderate to high levels of internal consistency and one-dimensional structures similar to their original versions in English. Several hypotheses concerning convergent validity were also supported by the study. Additional research seems to be recommendable to address temporal stability issues. Keywords: Motivation, Perceived choice, Perceived competence. Nas 1 últimas décadas, a análise da motivação em vários contextos, incluindo o da aprendizagem, tem merecido uma atenção crescente por parte de diversas abordagens teóricas. Entre elas merece relevo a Teoria da Autodeterminação (TAD). O seu princípio fundamental é de que cada sujeito possui uma organização motivacional intrínseca orientada para o desenvolvimento pessoal, a integração do Eu e a resolução de inconsistências internas. À luz dessa teoria, a motivação intrínseca descreve os comportamentos que são desenvolvidos com base no interesse e no prazer genuíno que lhes é inerente. Pelo contrário, a motivação extrínseca é definida pela TAD como o processo motivacional em que os comportamentos são condicionados por fatores internos (e.g. estratégias defensivas de confirmação do valor pessoal) ou externos (e.g. recompensas) que levam à operacionalização de...

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Creativity and Self-Determination in Personality

Cited by 137 publications

References 39 publications

Transformational leadership, creativity, and organizational innovation

Transformational leadership, creativity, and organizational innovation

Thinking Styles, Creative Preferences, and Creative Personality among Chinese Students in Macau

Avaliação da motivação intrínseca na aprendizagem: validação de duas escalas para crianças e adolescentes

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