Creativity, Intelligence, and Personality

Barron, Frank; Harrington, David M.

doi:10.1146/annurev.ps.32.020181.002255

Cited by 1,410 publications

(876 citation statements)

References 201 publications

(227 reference statements)

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“…Creativity (i.e., the production of novel and useful ideas; Amabile, 1988) is thus an important part of innovative behavior. Besides being influenced by knowledge, skills, and abilities (Amabile, 1983b;Barron & Harrington, 1981), innovative behavior has been argued to be largely a motivational issue (Amabile, 1988). This makes it of considerable interest to leadership researchers (e.g., Pelz & Andrews, 1996;Scott & Bruce, 1994).…”

Section: Transformational and Transactional Leadership And Innovativementioning

confidence: 99%

Transformational and transactional leadership and innovative behavior: The moderating role of psychological empowerment

et al. 2009

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SummaryInnovative behavior is increasingly important for organizations' survival. Transformational leadership, in contrast to transactional leadership, has been argued to be particularly effective in engendering follower innovative behavior. However, empirical evidence for this relationship is scarce and inconsistent. Addressing this issue, we propose that follower psychological empowerment moderates the relationship of transformational and transactional leadership with follower innovative behavior. In a field study with 230 employees of a government agency in the Netherlands combining multisource ratings, we show that transformational leadership is positively related to innovative behavior only when psychological empowerment is high, whereas transactional leadership has a negative relationship with innovative behavior only under these conditions.

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Section: Transformational and Transactional Leadership And Innovativementioning

confidence: 99%

Transformational and transactional leadership and innovative behavior: The moderating role of psychological empowerment

et al. 2009

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“…is significantly correlated with intelligence, particularly verbal intelligence (e.g., Barron & Harrington, 1981), the correlation is not especially strong. In addition, correlation with intelligence is only true up to a point (usually found to be approximately an IQ of 120; Getzels & Jackson, 1962).…”

Section: Criterion Factors While Creativity (As Measured By Psychomementioning

confidence: 87%

“…Women and men score similarly on creativity tests regardless of culture and background (see Barron & Harrington, 1981;Saeki, Fan, & Van Dusen, 2001;Wang, Zhang, Lin, & Xu, 1998). For Black and White students, there have been no significant differences in creative performance on the TTCT (Glover (1976a(Glover ( , 1976b, ability to be trained on creative abilities (Moreno & Hogan, 1976), and in biographical measures of aesthetic expression (Stricker, Rock, & Bennett, 2001).…”

Section: Predictors Of Creativitymentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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“…Most studies on the topic tend to assume a generalist perspective on both intelligence (typically using group-based tests of g) and creativity (typically using divergent thinking tests). Creativity and intelligence, under these circumstances, tend to correlate at a small but significant level [36,37].…”

Section: The Relationship Between Creativity and Intelligencementioning

confidence: 97%

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

Kaufman

2015

J. Intell.

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Abstract:Creativity is a part of most theories of intelligence-sometimes a small part and sometimes a large part. Yet even IQ tests that assess aspects of intelligence that supposedly reflect creative abilities do not actually measure creativity. Recent work has argued that intelligence and creativity are more conceptually related than we have thought. In addition, creativity offers a potential way to counter issues of test bias from several different angles. That said, inherent difficulties in measuring creativity and inherent sluggishness in the test industry mean the odds are small that creativity will find its way into IQ tests as currently defined. However, there remain other potential possibilities in related fields.

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Creativity, Intelligence, and Personality

Cited by 1,410 publications

References 201 publications

Transformational and transactional leadership and innovative behavior: The moderating role of psychological empowerment

Transformational and transactional leadership and innovative behavior: The moderating role of psychological empowerment

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Why Creativity Isn’t in IQ Tests, Why it Matters, and Why it Won’t Change Anytime Soon Probably

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