Abstract
This study investigated the predictive ability of emotional creativity (EC) in creative performance (CP). The sample consisted of 297 male and female students from literary, educational, and administrative specializations. EC was assessed by Averill’s Emotional Creativity Inventory that includes three dimensions: preparedness, novelty, and effectiveness. Mednick’s Remote Associates Test was used to assess CP. Results revealed that the three dimensions of EC predicted CP. Statistically significant differences in EC were found in favor of female students and students from literary and educational specializations, whereas no significant differences were found by cumulative grade. Nevertheless, statistically significant differences in CP by cumulative grade were found in favor of students with high grades. No statistically significant differences in CP by gender and specialization were found. It was recommended based on the results that the three dimensions of EC be integrated in programs seeking to enhance students’ creative thinking skills.
Highlights
Psychologists have studied creativity from different perspectives
Results concerning the first research question indicated that the predictive ability of a total score of emotional creativity (EC) in creative performance (CP) was 0.347, which is more than one third the explained variance
Taking into account the differences in interests between emotional and cognitive creativity, it seems obvious that EC is concerned with the individual’s personal emotional content, whereas cognitive creativity is concerned with mental efforts and cognitive processes that contribute to the finding of the creative product
Summary
Psychologists have studied creativity from different perspectives. Guilford (1967) focused on divergent thinking that enables the individual to find novel solutions to problems and to generate varied unfamiliar ideas. EC can be explained through the individual’s performance of practices that require manipulation of streaming emotions in different ways, such as criticism of one’s self-control to come to a creative idea to accept the new emotions that are in accordance with society (Averill & Nunley, 1992). Individuals learn throughout their lives how to express their emotions from their parents, teachers, peers, and so on. Based on what was mentioned above, it is clear that EC is as important as cognitive creativity for university students They need to know how to respond emotionally to new situations that require unfamiliar emotional expression. It explored the differences among students in EC and CP based on their gender, academic majors, and cumulative grade
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
