Locus of evaluation for classroom work and the development of creative potential

White, Kinnard; Owen, David P.

doi:10.1002/1520-6807(197007)7:3<292::aid-pits2310070319>3.0.co;2-a

Cited by 13 publications

(6 citation statements)

References 6 publications

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“…Researchers used to believe that extrinsic motivation was detrimental to creative performance (Amabile, , ; Amabile & Gryskiewicz, ). For instance, the previous research found that rewards diminished participants’ creativity (Amabile, ; Amabile, Hennessey & Grossman, ; Hennessey, ); if participants were told that their works would be evaluated, their creativity was significantly reduced (Amabile, ; White & Owen, ). Some researchers have argued that these negative results may come from the “undermining effect” of extrinsic motivation on intrinsic motivation (Deci, ; Deci, Koestner & Ryan, ; Hitt, Marriott & Esser, ).…”

Section: Extrinsic Motivation and Creativitymentioning

confidence: 99%

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

Xue

Wu³

et al. 2018

Journal of Creative Behavior

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The present study tested the effects of extrinsic motivation on scientific and artistic creativity among Chinese middle school students. In Study 1, a between‐groups design was applied to examine the effects of expected rewards on scientific and artistic creativity among 123 students, and in Study 2 the same design was applied to examine the effects of expected evaluation from different raters on scientific and artistic creativity among 120 students. We also considered the effects of grade and gender in both studies. The results of Study 1 indicated that expected material reward had significant negative effects on scientific creativity for 7th graders, while expected social reward had significant positive effects on scientific creativity for 8th graders, and both expected material and social rewards had significant positive effects on artistic creativity. The results of Study 2 indicated that expected evaluation from teachers and classmates had significant negative effects on scientific creativity and significant positive effects on artistic creativity. These results suggest that there is no one‐size‐fits‐all answer to the effects of extrinsic motivation and creativity, Factors such as culture, type of extrinsic motivation, grade, and domains of creativity must be fully considered when cultivating adolescents’ creativity.

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Section: Extrinsic Motivation and Creativitymentioning

confidence: 99%

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

Xue

Wu³

et al. 2018

Journal of Creative Behavior

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“…Greene and Lepper (1974) and Lepper, Greene, and Nisbett (1973) reported that children who expected rewards produced poorer quality drawings than did those who did not expect a reward. White and Owen (1970) found that the creative performance of elementary school boys in a self-evaluation group was significantly better than was that of boys in a peer-evaluation group. Amabile (1979Amabile ( , 1982b showed that both the expectation of external eyaluation and competition for prizes decreased the judged creatiyity of collages, relatiye to those of subjects who were not eyaluated, or who did not compete.…”

mentioning

confidence: 98%

Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

Koestner

Ryan

Bernieri

et al. 1984

Journal of Personality

543

330

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The imposition of external constraints on an activity has frequently been shown to undermine intrinsic motivation. Given that limits must often be set upon peoples' activities, especially in parenting and education, the present study addressed the question of whether limits can be set without undermining intrinsic motivation for the activity being limited. Using cognitive evaluation theory, contrasting limit setting styles of either a controlling or informational nature, or no limits, were placed upon forty-four first-and second-grade children engaged in a painting activity. The intrinsic motivation, enjoyment, creativity, and quality of artistic production were expected to be decreased by controlling limits relative to informational and no-limits, which were not expected to differ from each other. The results provided substantial support for these predictions, suggesting that limits can be set without undermining intrinsic motivation if they are informational in nature. Support was also found for the consensual assessment of creativity method recently developed by Amabile (1982a). Results ofthe study are discussed along with the general relation between creativity and intrinsic motivation.Recent findings in motivational research suggest that imposing external controls or constraints on an actiyity can haye a deleterious effect on subsequent intrinsic motiyation. Beginning with Deci's (1971) demonstration that tangible rewards for doing a task can negatiyely affect intrinsic motiyation, many other factors that haye a similar impact haye been identified, including symbolic rewards

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“…The interpersonal evaluations, including those of employers, managers or supervisors, may use a rubric or guide that consists of some criteria reflecting the agreed-upon expectations. Intrapersonal evaluation was seen to be less beneficial to creativity than interpersonal evaluation (White & Owen, 1970;Poole, Williams & Lett, 1977).…”

Section: Evaluation Of Ideasmentioning

confidence: 86%

Creative Abilities

Acar

Runco

2012

Handbook of Organizational Creativity

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Locus of evaluation for classroom work and the development of creative potential

Cited by 13 publications

References 6 publications

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

The Effects of Extrinsic Motivation on Scientific and Artistic Creativity among Middle School Students

Setting limits on children's behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity

Creative Abilities

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