Creation Of Theory Research Articles

Impact of green inclusive leadership on employee green creativity: mediating roles of green passion and green absorptive capacity

PurposeOrganizations encourage green creativity among their employees to reduce environmental pollution and attain sustainable development. Green, inclusive leadership can produce positive outcomes and influence employees' green innovation. However, green inclusive leadership and green creativity are empirically less examined in the sustainability literature. Therefore, this study theorized a conceptual model based on the organizational creativity theory to explore the influence of green inclusive leadership on employees’ green creativity. It also aimed to explore the intermediating effect of green passion and green absorptive capacity on the relationship between green inclusive leadership and green creativity.Design/methodology/approachData were gathered through a self-administered questionnaire-based survey from 540 employees of a manufacturing enterprise in China. The hypotheses were analyzed using the partial least squares structural equation modeling (PLS-SEM) technique.FindingsThe findings reveal that green inclusive leadership positively and significantly influences employees' green creativity. Moreover, the results show that green passion and green absorptive capacity play positive mediating roles in the relationship between green inclusive leadership and green creativity.Practical implicationsThis study offers practical implications for Chinese manufacturing enterprises, where green inclusive leadership is essential to enhance green passion, green absorptive capacity and green creativity among employees.Originality/valueDrawing upon the organizational creativity theory, this research study is novel because it is one of the few empirical research studies to explore green inclusive leadership and green creativity in Chinese manufacturing enterprises. It further establishes the positive mediating role of green passion and green absorptive capacity in the relationship between green inclusive leadership and green creativity.

What Creativity Can Teach Play: A Theoretical and Empirically Informed Discussion of the Relationship Between Play and Creativity in Playful Learning Didactics

This article explores the relationship between play and creativity within an educational context, both theoretically and empirically. Empirically, it analyzes and discusses twelve didactic playful learning tools developed by educators in higher education as part of the Danish Playful Learning Project. Theoretically, it outlines key discussions within the field of creativity and relates these to play theory. From the perspective of creativity theory, the study suggests that incorporating coincidences, disruptions, and domain-general approaches in playful learning can enhance participation opportunities, foster flexible thinking, allow room for experimentation, and provide freedom from rigid rules. However, it may also limit possibilities for expression, immersion, improvisation, elaboration, and craftsmanship. Thus, the article demonstrates that insights from the field of creativity can help clarify and improve didactical choices in playful learning.

조선 후기 善息齋 鄭持淳 畫論의 心學的 경향 연구

The late Joseon Dynasty was a time when Yangming Simhak's way of thinking, which sought to recover the suppressed sincerity within the framework of Confucian thinking that had to be warm, kind, gentle, and quiet, was established and a new view of art and painting that placed emphasis on the heart was conceived, and during this period, there was a strong tendency that Yangming Simhak's thoughts spread centering around the recognition of paintings by the writers of the Soron (少論) faction. In other words, this phenomenon influenced the thinking and epistemology of reality by the writers of the Soron faction, enabling them to maintain very elastic and flexible thinking, and they emphasized personal emotions and individuality while insisting on creative theories that found answers on their own. In this context, Jeong Ji-soon(鄭持淳), a writer of the Soron faction, promoted the importance of mind and origin as the main premise of creation and the recovery and conversion to one's own mind and the mind of the subject, broadening the range of aesthetic consciousness and providing an opportunity for new aesthetic reflection.

Possibilities: A commentary on creative aging

This commentary offers a critical and personal perspective on Adams-Price and Morse’s “Creativity, aging, context and culture: Reimagining creativity in everyday life in older adults.” The commentary provides a close reading of the authors’ premise which argues for bridging creativity theory and research on creative aging. The commentary also suggests next steps, emphasizing the need to engage with contemporary issues of privilege and discrimination.

In control but uninspired: Displays of artist self‐control undermine perceptions of creativity

AbstractPrevious research highlighted the interpersonal benefits of self‐control in professional contexts: People prefer high self‐control individuals as work or study partners and expect them to perform better than low self‐control individuals. We show that these benefits of self‐control reverse in the artistic domain. Results of one pilot study and five preregistered online experiments (N = 1644) reveal that artists with high (vs. low) self‐control are perceived as less creative. This effect replicates across various artistic domains (visual art, music, poetry, screenwriting), holds for both male and female artists and can be explained by perceptions of lower experiential processing, which is considered indispensable for creativity. However, art created by high (vs. low) self‐control artists is ascribed higher market value due to stronger attributions of productivity. These findings provide novel insights into the social perception of self‐control and contribute to the understudied topic of the downsides of self‐control as well as to the literature on lay theories of creativity.

Building an Innovative Learning Ecosystem: A Model for Secondary Schools in Hanoi, Vietnam

In an era characterized by rapid technological advancements and evolving educational needs, the development of innovative learning ecosystems is crucial for fostering creativity and critical thinking among students. This study investigates the components and characteristics of such an ecosystem tailored for secondary schools in Hanoi, Vietnam, a city recognized as a UNESCO Creative City. Grounded in theories of system, ecology, connection, and creativity, the proposed model emphasizes the integration of technology and creative teaching methods. The research identifies five primary elements of the innovative learning ecosystem: creative learning individuals; creative knowledge; smart technology; creative context; and cultures, innovative institutions, strategies. Each primary element includes secondary components with distinct characteristics, providing a comprehensive framework for schools to develop their specific ecosystems. Grounded in theories of systems, ecology, connection, and creativity, the research highlights the importance of technology and creative teaching methods in fostering a holistic and sustainable educational environment. The proposed model facilitates interactions at multiple levels, encompassing schools, families, and society, aiming to enhance academic outcomes, holistic development, and contributions to economic and cultural growth. The study identifies the necessity of a supportive policy framework, investment in teacher training, and active stakeholder engagement for the successful implementation and sustainability of the innovative learning ecosystem. This research contributes to the broader understanding of educational innovation, underscoring the significance of creativity in addressing global challenges and promoting economic development.

Unveiling creativity in artisanal beer through cultural and collective intelligence: a study of market in Mexico

PurposeThe principal objective of the study is to analyze the influence of ethnicity, culture and collective intelligence in entrepreneurial creativity, innovation and marketing of artisanal beer in Mexico.Design/methodology/approachThe qualitative data have been gathered by conducting four workshops with twelve respondents in each workshop across four states of Mexico comprising Mexico City, Puebla, Queretaro and Guadalajara. These workshops were held for four hours during the pre-lunch period over the weekends, which was participated by a mix of entrepreneurs and consumers.FindingsArtisanal entrepreneurship is driven by the culture, ethnicity, collective intelligence and frugal innovations. Ethnic products generate patriotic feeling and consumption for a social cause to encourage artisans at the grassroots with the local tags. Results also indicate that social media and crowd cognition play an important role in developing creative artisanal beer.Research limitations/implicationsThis study is founded on the theoretical maxims of social learning theory (SCT), social cognitive theory and theory of creativity. The contextual interpretation of SCT explains the socialization of concepts by modelling emotions and behavior to derive structural experiences as observed in artisanal entrepreneurship.Practical implicationsEntrepreneurs can develop brand emotions, boost anthropomorphic feelings and inculcate the sense of nationalism among consumers to market ethnic brands and develop social consciousness towards consumption of “Made in Mexico” products.Social implicationsArtisanal beer face major challenge of customer outreach by enhancing the brand proximity and ethnic values. Ethnic products hold a strong image in niche market and need to be stimulated by the experience sharing through social media and community interactions.Originality/valueThis research study significantly contributes to the existing literature on ethnic entrepreneurship and creativity using innovative research approach.

Motivations for Employee Creativity: The Mixed Moderating Role of Prosocial Motivation

This study investigates the indirect relationship between job autonomy and creativity through creative self-efficacy and intrinsic motivation, and is based on the motivational theory of creativity. It suggests that intrinsic motivation and creative self-efficacy positively influence creativity. Additionally, prosocial motivation’s mixed moderating role is tested in this study. The results demonstrate that job autonomy directly promotes intrinsic motivation and creative self-efficacy and indirectly influences employee creativity through intrinsic motivation and creative self-efficacy, based on survey data from 323 employees in the information technology industry. In decreasing order, creative self-efficacy, intrinsic motivation, and prosocial motivation-the three main motivations-all have a favorable impact on creativity. Furthermore, the impact of creative self-efficacy on creativity is reinforced by prosocial drive. Prosocial drive, however, has no moderating effect on the connection between intrinsic motivation and employee creativity.

Employees’ foe or friend: artificial intelligence and employee outcomes

ABSTRACT Using the componential theory of creativity and self-determination perspective, this study tests the effect of employees’ knowledge of artificial intelligence on their creativity and turnover intentions. We specifically investigate the mediating effects of self-enhancement motives and the moderating role of responsible leadership. Using a multi-wave research design, this study investigates these relationships with data from hospitality sector organizations across two distinct studies (Study 1, n = 241; Study 2, n = 279). We found that employees’ knowledge of artificial intelligence is positively related to employee creativity and negatively affects the turnover intentions directly and via self-enhancement motives. We also found support for the moderating impacts of responsible leadership. This study deepens our insight into artificial intelligence and its influence on hospitality employees and suggests important implications for researchers and practitioners.

Creative connections: the neural correlates of semantic relatedness are associated with creativity

The associative theory of creativity proposes that creative ideas result from connecting remotely related concepts in memory. Previous research found that higher creative individuals exhibit a more flexible organization of semantic memory, generate more uncommon word associations, and judge remote concepts as more related. In this study (N = 93), we used fMRI to investigate brain regions involved in judging the relatedness of concepts that vary in their semantic distance, and how such neural involvement relates to individual differences in creativity. Brain regions where activity increased with semantic relatedness mainly overlapped with default, control, salience, semantic control, and multiple demand networks. The default and semantic control networks exhibited increased involvement when evaluating more remote associations. Finally, higher creative people, who provided higher relatedness judgements on average, exhibited lower activity in those regions, possibly reflecting higher neural efficiency. We discuss these findings in the context of the neurocognitive processing underlying creativity. Overall, our findings indicate that judging remote concepts as related reflects a cognitive mechanism underlying creativity and shed light on the neural correlates of this mechanism.

The 5C Model of Linguistic Creativity: Construction Grammar as a Cognitive Theory of Verbal Creativity

Creativity is a design feature of human language. This paper presents a cognitive model of verbal creativity that draws on insights from the psychological research into creativity—particularly Glăveanu’s 5A model that distinguishes five crucial perspectives on a creative act (actors, audience, artefacts, actions and affordances). The paper will outline a linguistic version of this model that adopts Construction Grammar as its theoretical foundation. The resulting “5C model of constructional creativity” argues that the central elements of linguistic creativity are constructors, co-constructors, constructs, constructional blending and the constructional network.

Creativity and Machine Learning: A Survey

There is a growing interest in the area of machine learning and creativity. This survey presents an overview of the history and the state of the art of computational creativity theories, key machine learning techniques (including generative deep learning), and corresponding automatic evaluation methods. After presenting a critical discussion of the key contributions in this area, we outline the current research challenges and emerging opportunities in this field.

Envisaging intergenerational spaces for co-creating creative writing: developing reflective functioning for positive mental health

ABSTRACT In this paper, we take an ecological view of children’s development to argue that preventive interventions should move beyond separating the microsystems of school and home to create new intergenerational spaces for nurturing mental wellbeing. Using the 5A’s theory of creativity, we draw upon our experiences of creative writing to explore how intergenerational spaces that facilitate co-creating creative writing between parents and carers and their children as actors develop reflective functioning, secure attachment and promote positive mental health. This original idea is explored further with experts from diverse landscapes of practice through a World Café and focus group discussion. Thematic analysis of these discussions conceptualises intergenerational spaces as complex, contradictory and dynamic: addressing potential barriers to actor participation caused by the microsystems of school and home; creating emotional and physical security; being underpinned by pedagogical freedom and structure; involving the writing of different artefacts for competing audiences. For those, including schools, looking beyond performativity and neoliberalism to promote positive mental health in more holistic ways, this paper offers a useful starting point for thinking about what intergenerational spaces that facilitate co-creating creative writing might look like.

The Relationship Between Intelligence and Creativity Within the Threshold Theory Among Gifted Students in Saudi Arabia

Threshold theory is an intelligence and creativity theory that proposes that there is a minimum degree of intelligence, or "threshold," required for creativity to occur. Above this point, intelligence ceases to be a key influence in creativity. This study uses the Threshold Theory to investigate the relationship among exceptional gifted, gifted, and promising gifted students' creativity and intelligence scores. The study included 3843 gifted students (male=2176; female= 1667). Students in grades three through eleven from the Eastern Province of the Kingdom of Saudi Arabia made up the study sample. The Torrance Creative Thinking exam (TTCT) and the MAWHIBA intelligence test were used (MMCAT). Between 2020 and 2023, a period of three years, data were gathered. The Threshold Theory was applied to test the collected data. The results of the study indicated that the IQ = 118 criterion is evaluated and that there is a positive and significant relationship (r = 0.532; p>0.05) between intelligence and creativity. They are not significantly different from the cutoff (r = 0.22; p > 0.05). Based on the suggested liberal criterion, these findings support the threshold theory.

Using Creativity Theories in Dramatic Writing Education

Using Creativity Theories in Dramatic Writing Education

Философия изобретения Ж. Симондона и Г.С. Альтшуллера на примере задачи о ледоколе

The article aims to study the possibilities of combining the theories of inventive creativity of the French philosopher J. Simondon and the Soviet engineer G.S. Altshuller. As an ex­ample, we take The Icebreaker Problem, which has often been offered to students of in­troductory courses of G.S. Altshuller’s theory of inventive problem solving (TRIZ). The presuppositions for the ideas about the technical evolution of both authors are con­sidered. The main provisions of the theory of technical evolution are demonstrated on the basis of the evolution of icebreakers. Technological inventions are considered from Simondon’s point of view. Then, we consider the principles of Altshuller’s algorithm for inventive problem solving (ARIZ) to solve The Icebreaker Problem. Although both authors describe this process from different perspectives, the general theory of the in­vention allows us to combine them both, justifying the discrepancies. TRIZ naturally complements Simondon’s inventive creativity theory as a method. Simondon’s theory, in its turn, explains the origins of this method and other unusual characteristics of TRIZ (such as the “splitting” of the subject within the framework of the idea of directed evolu­tion that organizes TRIZ).

A foundation model enhanced approach for generative design in combinational creativity

In creativity theory, combining two unrelated concepts into a novel idea is a common means of enhancing creativity. Designers can integrate the Additive concept into the Base concept to inspire and facilitate creative tasks. However, conceiving high-quality combinational ideas poses a challenge that combinational creativity itself demands the consideration of conceptual reasoning and synthesis. We propose an AI foundation model enhanced approach for supporting combinational creativity. This approach derives combinational embodiments, and assists humans in verbalising and externalising combinational ideas. Our experimental study demonstrates that the generated combinational ideas by the approach obtained highest scores compared to those ideas generated without an AI foundation model or combinational strategy. We built a combinational creativity tool called CombinatorX based on this approach to generate ideas. In a study with the comparison of an existing combinational creativity tool and Internet search, we validated that our approach improves the effectiveness of combinational idea generation, enables a reduction in labour force, and facilitates the refinement of combinational ideation.

Managerial coaching and innovative work behavior: mediating role of psychological empowerment and moderating role of task interdependence

PurposeBased on the componential theory of organizational creativity and innovation, this study examined the relationship between managerial coaching (MC) and innovative work behavior (IWB). It focused on the mediating role of psychological empowerment and the moderating role of task interdependence.Design/methodology/approachThe self-administered questionnaires were used to collect data from 420 employees of the United Arab Emirates’s public sector organizations. A hierarchical linear model (HLM) with different regression techniques was used.FindingsThe results showed that MC directly influences IWB. The path analysis also revealed that MC has an indirect effect on IWB via psychological empowerment. The moderating role of task independence in MC and IWB was also revealed.Practical implicationsThe findings shall provide insights that will help practitioners and academics understand frontline employees' innovative behavior in public sector settings and formulate strategies that will increase the involvement of employees in displaying innovation-based activities at the workplace.Originality/valueThis study adds value to the literature by integrating the componential theory of organizational creativity and innovation in public sector settings.

The Role of Knowledge in Creative Thinking

ABSTRACT In this invited paper, I briefly review my past, current, and future lines of research. The associative theory of creativity argues that higher creative individuals have a richer semantic memory structure that facilitates broader associative search processes, that leads to the combination of remote concepts into novel and appropriate ideas. Based on this theory, in my research I investigate the role of knowledge – or semantic memory – in high-level cognition, focusing on creativity, associative thinking, and memory search, in typical and clinical populations. To do so, I apply computational tools from network science, natural language processing, and machine learning, coupled with empirical cognitive and neural research. Such computational tools are enabling the representation and operationalization of the structure of semantic memory and the processes that operate over it. This is critical as it allows us to start quantifying issues that for a very long time were studied very subjectively in creativity research – remoteness of ideas, associative thinking, flexible/richer semantic memory structure, etc. Such work is offering unique, quantitative, ways to directly study classic theories of creativity, propelling forward our understanding of its complexity.

Leading innovation in public sector: Exploring the mediating role of motivation to learn and the moderating role of power distance

Innovation is crucial for the performance, success, and long-term survival of organizations. Despite its importance, studies on factors influencing the emergence of innovative work behavior remain inconsistent. This study, grounded in the interactionist perspective of creativity theory, explores the role of motivation to learn as a mediator and Hofstede's national culture dimension of power distance as a moderator in the relationship between transformational leadership and innovative work behavior. The study sampled 210 public sector employees in Indonesia using convenience sampling. Data were collected through an online self-report survey, employing the multifactor leadership questionnaire, the innovative work behavior scale, the motivation to learn scale, and the power distance scale. Analysis conducted using the PROCESS macro for SPSS version 26 revealed that motivation to learn fully mediates the relationship between transformational leadership and innovative work behavior. However, power distance does not moderate this relationship, either directly or through the motivation to learn. This is due to the fact that the desire to learn and innovate remains effective regardless of hierarchical differences. Thus, no matter how authority is structured within the organization, the crucial factor for fostering innovation is the motivation to learn.