Activities and Accomplishments in Various Domains: Relationships With Creative Personality and Creative Motivation in Adolescence

Roeper Review

Volumn 36, Issue 2, 2014, Pages 92-103

  Hong, Eunsook ^a   Peng, Yun ^a   O'Neil Jr , Harold F ^b  

^a UNIVERSITY OF NEVADA   (United States)

^b UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

Author keywords

conscientiousness; creative accomplishments; creative activities; creative domains; creative self efficacy; intrinsic motivation; openness to experience; perceived intellectual ability

Indexed keywords

EID: 84898003645     PISSN: 02783193     EISSN: 1940865X     Source Type: Journal    
DOI: 10.1080/02783193.2014.884199     Document Type: Article

References (107)

1. Achter, J. A., Lubinski, D., & Benbow, C. P. (1996). Multipotentiality among the intellectually gifted: "It was never there and already it's vanishing." Journal of Counseling Psychology, 43, 65-76.
2. Amabile, T. M. (1983). The social psychology of creativity. New York, NY: Springer Verlag.
3. Amabile, T. M. (1996). Creativity in context: Update to the social psychology of the creativity. Boulder, CO: Westview.
4. Amabile, T. M. (1997). Entrepreneurial creativity through motivational synergy. Journal of Creative Behavior, 31, 18-26.
5. Amabile, T. M. (2001). Beyond talent: John Irving and the passionate craft of creativity. American Psychologist, 56, 333-336.
6. Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950-967.
7. Baer, J. (1994). Divergent thinking is not a general trait: A multi-domain training experiment. Creativity Research Journal, 7, 35-46.
8. Baer, J. (1996). The effects of task-specific divergent-thinking training. Journal of Creative Behavior, 30, 183-187.
9. Baer, J. (1998). The case for domain specificity of creativity. Creativity Research Journal, 11, 173-177.
10. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
11. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
12. Barron, F., & Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Reviews of Psychology, 32, 439-476.
13. Batey, M., & Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scattered literature. Genetic, Social and General Psychology Monographs, 132, 355-429.
14. Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447-457.
15. Beghetto, R. A. (2007). Factors associated with middle and secondary students' perceived science competence. Journal of Research in Science Teaching, 44, 800-814.
16. Bentler, P. M. (2011). EQS 6.1. Encino, CA: Multivariate Software.
17. Bloom, B. S. (1985). Developing talent in young people. New York, NY: Ballantine.
18. Boom of after-school education in China. (2004). China Daily. Retrieved from http://www.chinadaily.com.cn/english/doc/2004-03/26/content_318433.htm
19. Carson, S. H., Peterson, J. C., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37-50.
20. Chan, D. W. (2008). Giftedness of Chinese students in Hong Kong: Perspectives from different conceptions of intelligences. Gifted Child Quarterly, 52, 40-54.
21. Collins, M. A., & Amabile, T. N. (1999). Motivation and creativity. In R. J. Sternberg (Ed.), Handbook of creativity (pp. 297-312). New York, NY: Cambridge University Press.
22. Costa, P. T., & McCrae, R. R. (1992). Normal personality assessment in clinical practice: The NEO personality inventory. Psychological Assessment, 4, 5-13.
23. Cox, J., Daniel, N., & Boston, B. O. (1985). Educating able learners: Programs and promising practices. Austin, TX: University of Texas Press.
24. Cropley, A. (2006). Creativity: A social approach. Roeper Review, 28, 125-130.
25. Csikszentmihalyi, M. (1996). Creativity. New York, NY: Harper Collins.
26. Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35, 13-21.
27. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
28. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
29. Delcourt, M. B. (1993). Creative productivity among secondary school students: Combining energy, interest, and imagination. Gifted Child Quarterly, 37, 23-31.
30. Dollinger, S. J. (2007). Creativity and conservatism. Personality and Individual Differences, 43, 1025-1035.
31. Dollinger, S. J., Urban, K. K., & James, T. A. (2004). Creativity and openness: Further validation of two creative product measures. Creativity Research Journal, 16, 35-47.
32. Education Bureau. (2012). Guidelines on extra-curricular activities in school. Retrieved from: http://www.edb.gov.hk/attachment/en/sch-admin/admin/about-activities/sch-activities-guidelines/e_eca_2012.pdf
33. Eisenberg, J. (2011). The effects of competition on improvisers' motivation, stress, and creative performance. Creativity Research Journal, 23, 129-136.
34. Eisenberger, R., & Aselage, J. (2009). Incremental effects of reward on experienced performance pressure: Positive outcomes for intrinsic interest and creativity. Journal of Organizational Behavior, 30, 95-117.
35. Eisenberger, R., & Shanock, L. (2003). Rewards, intrinsic motivation, and creativity: A case study of conceptual and methodological isolation. Creativity Research Journal, 15, 121-130.
36. Emmett, J. D., & Minor, C. W. (1993). Career decision-making factors in gifted young adults. Career Development Quarterly, 4, 350-366.
37. Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147-178.
38. Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290-309.
39. Feist, G. J. (2006). How development and personality influence scientific thought, interest, and achievement. Review of General Psychology, 10, 163-182.
40. Feist, G. J., & Barron, F. (2003). Predicting creativity from early to late adulthood: Intellect, potential and personality. Journal of Research in Personality, 37, 62-88.
41. Furnham, A., & Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45, 613-617.
42. Furnham, A., & Chamorro-Premuzic, T. (2004). Personality, intelligence, and art. Personality and Individual Differences, 36, 705-715.
43. Furnham, A., Zhang, J., & Chamorro-Premuzic, T. (2006). The relationship between psychometric and self-estimated intelligence, creativity, personality and academic achievement. Imagination, Cognition and Personality, 25, 119-145.
44. Gelade, G. A. (1997). Creativity in conflict: The personality of the commercial creative. The Journal of Genetic Psychology, 158, 67-78.
45. Gong, Y., Huang, J., & Farh, J. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of creative self-efficacy. Academy of Management Journal, 52, 765-778.
46. Greene, M. J. (2006). Helping build lives: Career and life development of gifted and talented students. Professional School Counseling, 10, 34-42.
47. Hanton, S., Mellalieu, S. D., & Hall, R. (2002). Re-examining the competitive anxiety trait-state relationship. Personality and Individual Differences, 33, 1125-1136.
48. Hennessey, B. A., & Amabile, T. M. (1998). Reward, intrinsic motivation, and creativity. American Psychologist, 53, 674-675.
49. Hocevar, D. (1981). Measurement of creativity: Review and critique. Journal of Personality Assessment, 5, 450-464.
50. Hong, E. (1998a). Differential stability of individual differences in state and trait test anxiety. Learning and Individual Differences, 10, 51-69.
51. Hong, E. (1998b). Differential stability of state and trait self-regulation in academic performance. Journal of Educational Research, 91, 148-158.
52. Hong, E. (2010). Self-Assessment Questionnaire. Unpublished instrument, University of Nevada, Las Vegas.
53. Hong, E., & Aqui, Y. (2004). Cognitive and motivational characteristics of adolescents gifted in mathematics. Gifted Child Quarterly, 48, 191-201.
54. Hong, E., Hartzell, S., & Greene, M. T. (2009). Fostering creativity in the classroom: Effects of teachers' epistemological beliefs, motivation, and goal orientation. Journal of Creative Behavior, 43, 192-208.
55. Hong, E., & Milgram, R. M. (1996). The structure of giftedness: The domain of literature as an exemplar. Gifted Child Quarterly, 40, 31-40.
56. Hong, E., & Milgram, R. M. (2008). Preventing talent loss. New York, NY: Routledge.
57. Hong, E., & Milgram, R. M. (2009). Activities and Accomplishments Inventory. Unpublished instrument, College of Education University of Nevada, Las Vegas, and School of Education, Tel-Aviv University, Ramat-Aviv, Israel.
58. Hong, E., Milgram, R. M., & Gorsky, C. (1995). Original thinking as a predictor of creative performance in young children. Roeper Review, 18, 147-149.
59. Hong, E., Milgram, R. M., & Whiston, S. C. (1993). Leisure activities in adolescents as a predictor of occupational choice in young adults. Journal of Career Development, 19, 221-229.
60. Hong, E., Whiston, S. C., & Milgram, R. M. (1993). Leisure activities in career guidance for gifted and talented adolescents: A validation study of the Tel-Aviv Activities Inventory. Gifted Child Quarterly, 37, 65-68.
61. Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21, 152-165.
62. Jamison, K. (1989). Mood disorders and seasonal patterns in British writers and artists. Psychiatry, 52, 125-134.
63. Jaussi, K. S., Randel, A. E., & Dionne, S. D. (2007). I am, I think I can, and I do: The role of personal identity, self-efficacy, and cross-application of experiences in creativity at work. Creativity Research Journal, 19, 247-258.
64. John, O. P. (1990). The "Big Five" factor taxonomy: Dimensions of personality in the natural language and in questionnaire. In L. A. Pervin (Ed.), Handbook of personality: Theory and research (pp. 66-100). New York, NY: Guilford.
65. John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big-Five trait taxonomy: History, measurement, and conceptual issues. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 114-158). New York, NY: Guilford Press.
66. Kerr, B., & Sandro, S. (2003). Career assessment with intellectually gifted students. Journal of Career Assessment, 11, 168-186.
67. King, L. A., McKee-Walker, L., & Broyles, S. J. (1996). Creativity and the five factor model. Journal of Research in Personality, 30, 189-203.
68. Laidra, K., Pullmann, H., & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42, 441-451.
69. Länsisalmi, H., Kivimäki, M., & Elovainjo, M. (2004). Is underutilization of knowledge, skills, and abilities a major barrier to innovation? Psychological Reports, 94, 739-750.
70. Livne, N. L., & Milgram, R. M. (2006). Academic versus creative abilities in mathematics: Two components of the same construct? Creativity Research Journal, 18, 199-212.
71. Ludwig, A. M. (1998). Method and madness in the arts and sciences. Creativity Research Journal, 11, 93-101.
72. Mathisen, G. E., & Bronnick, K. S. (2009). Creative self-efficacy: An intervention study. International Journal of Educational Research, 48, 21-29.
73. McCrae, R. R., & Costa, P. T. (1999). A five-factor theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (pp. 139-153). New York, NY: Guilford.
74. McManus, I. C., & Furnham, A. (2006). Aesthetic activities and aesthetic attitudes: Influences of education, background and personality on interest and involvement in the arts. British Journal of Psychology, 97, 555-587.
75. Milgram, R. M. (1990). Tel Aviv Activities and Accomplishments Inventory. Unpublished instrument, Tel Aviv University, Ramat Aviv, Israel.
76. Milgram, R. M., & Hong, E. (1994). Creative thinking and creative performance in adolescents as predictors of creative attainments in adults: A follow-up study after 18 years. In R. Subotnik & K. Arnold (Eds.), Beyond Terman: Contemporary longitudinal studies of giftedness and talent (pp. 212-228). Norwood, NJ: Ablex.
77. Milgram, R. M., & Hong, E. (1999). Multipotential abilities and vocational interests in gifted adolescents: Fact or fiction? International Journal of Psychology, 34, 81-93.
78. Milgram, R. M., Hong, E., Shavit, Y. W., & Peled, R. (1997). Out-of-school activities in gifted adolescents as a predictor of vocational choice and work accomplishment in young adults. Journal of Secondary Gifted Education, 8, 111-120.
79. Neihart, M. (1999). Systematic risk-taking. Roeper Review, 21, 289-292.
80. Park, G., Lubinski, D., & Benbow, C. P. (2007). Contrasting intellectual patterns predict creativity in the arts and sciences: Tracking intellectually precocious youth over 25 years. Psychological Science, 18, 948-952.
81. Perkins, D. (1994). Creativity: Beyond the Darwinian paradigm. In M. A. Boden (Ed.), Dimensions of creativity (pp. 119-142). Cambridge, MA: MIT Press.
82. Piirto, J. (1998). Theses in the lives of successful contemporary U.S. women creative writers. Roeper Review, 21, 60-70.
83. Piirto, J. (2004). Understanding creativity. Tempe, AZ: Great Potential Press.
84. Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20, 53-66.
85. Reiter-Palmon, R., Illies, J. J., & Kobe-Cross, L. M. (2009). Conscientiousness is not always a good predictor of performance: The case of creativity. The International Journal of Creativity and Problem Solving, 19(2), 27-45.
86. Renzulli, J. S. (2002). Emerging conceptions of giftedness: Building a bridge to the new century. Exceptionality, 10, 67-75.
87. Schilpzand, M. C., Herold, D. M., & Shaley, C. E. (2011). Members' openness to experience and teams' creative performance. Small Group Research, 42, 55-76.
88. Siegle, D., Da Visa Rubenstein, L., Pollard, E., & Romey, E. (2010). Exploring the relationship of college freshmen honors students' effort and ability attribution, interest, and implicit theory of intelligence with perceived ability. Gifted Child Quarterly, 54, 92-101.
89. Silvia, P. J. (2008). Creativity and intelligence revisited: A latent variable analysis of Wallach and Kogan (1965). Creativity Research Journal, 20, 34-39.
90. Silvia, P. J., Kaufman, J. C. & Pretz, J. E. (2009). Is creativity domain specific? Latent class models of creative accomplishments and creative self-descriptions. Psychology of Aesthetics, Creativity, and the Arts, 3, 139-148.
91. Soldz, S., & Vaillant, G. E. (1999). The Big Five personality traits and the live course: A 50-year longitudinal study. Journal of Research in Personality, 33, 208-232.
92. Starko, A. J. (1988). Effects of the revolving door identification model on creative productivity and self-efficacy. Gifted Child Quarterly, 32, 291-297.
93. Sung, S., & Choi, J. (2009). Do Big Five personality factors affect individual creativity? The moderating role of extrinsic motivation. Social Behavior and Personality, 37, 941-956.
94. Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. Academy of Management Journal, 45, 1137-1148.
95. Tierney, P., & Farmer, S. M. (2004). The Pygmalion process and employee creativity. Journal of Management, 30, 413-432.
96. Tierney, P., Farmer, S. M., & Graen, G. B. (1999). An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel Psychology, 52, 591-620.
97. Torrance, E. P. (1988). The nature of creativity as manifest in its testing. In R. J. Sternberg (Ed.), The nature of creativity (pp. 43-75). New York, NY: Cambridge University Press.
98. Torrance, E. P. (1993). The beyonders in a thirty year longitudinal study of creative achievement. Roeper Review, 15, 131-135.
99. Treffinger, D. J., Young, G., Selby, E., & Shepardson, C. (2002). Assessing creativity: A guide for educators. Storrs, CT: National Research Center on the Gifted and Talented.
100. Wai, J., Lubinski, D., & Benbow, C. P. (2005). Creativity and occupational accomplishments among intellectually precocious youths: An age 13 to age 33 longitudinal study. Journal of Educational Psychology, 97, 484-492.
101. Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102, 860-871.
102. Walker, A. M., Koestner, R., & Hum, A. (1995). Personality correlates of depressive style in autobiographies of creative achievers, Journal of Creative Behavior, 29, 75-94.
103. Weiner, B. (1994). Ability versus effort revisited: The moral determinants of achievement evaluation and achievement as a moral system. Educational Psychologist, 29, 163-172.
104. Wickes, K. N. S., & Ward, T. B. (2006). Measuring gifted adolescents' implicit theories of creativity. Roeper Review, 28, 131-139.
105. Wolfradt, U., & Pretz, J. E. (2001). Individual differences in creativity: Personality, story writing, and hobbies. European Journal of Personality, 15, 297-310.
106. Yi, L., & Mo, M. (2012). Pre-registration is hot. Retrieved from http://news.xkb.com.cn/guangzhou/2012/0103/178380.html
107. Zhang, Y. (2012, March 12). Out of school but still in class. China Daily. Retrieved from http://europe.chinadaily.com.cn/life/2012-03/12/content_14814187.htm