Artistic and Scientific Creative Behavior: Openness and the Mediating Role of Interests

Abstract

The arts and sciences have been identified as two specific domains that are dependent upon the creative process. A total of 369 undergraduate students served as research participants in two separate studies. In the first study, participants (N = 238) completed a measure of Openness to Experience (NEO‐PI; McCrae & Costa, 1999) and a questionnaire assessing artistic and scientific creativity (ASAS; Guastello & Shissler, 1994). Results from study 1 indicated that the Aesthetics and Actions personality traits were significantly related to artistic creativity, while the Ideas trait was the only lower level personality trait to significantly correlate with scientific creativity. In the second study, participants (N = 131) completed a measure of Openness to Experience (NEO‐PI), Vocational Interests (Holland, 1985), and an artistic and scientific creativity questionnaire (Guastello & Shissler, 1994). Findings from study 1 were largely replicated in study 2. Namely, Aesthetics and Ideas were significantly related with artistic and scientific creativity, respectively. Results from partial correlation computations were used to identify specific personality traits that were used in a series of regression models testing the second goal of the second study. Specifically, vocational interests were observed to mediate the relationship between personality dispositions and creativity. Results suggest the ability of lower level personality traits of Openness to differentiate between artistic and scientific creativity. In addition, results lend support for the motivational aspect of vocational interests.

An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates

“…The only personality dimension found with consistent correlation through the creativity assessment was the quality of openness. Many other studies have researched this very relationship and found similar results (George & Zhou, 2001;Wutrich & Bates, 2001;Furham, 1999;Perrine & Brodersen, 2005).…”

“…Since traditional tests are primarily concerned with divergent thinking, some of the more whole-picture creativity measures set forth in the TCT-DP do not have direct links to the traditional measures. As such, Jellen and Bugingo (1989) (Guilford, 1967a;Guilford, Creativity, 1950;Guilford, Three faces of intellect., 1959;Cropley, 2000;Clapham, 1997;Clapham & Schuster, 1992;Runco, Millar, Acar, & Cramond, 2010;Kim, 2011 Need to explore and understand the known and unknown (Harrison, 2016;Hunter, Abraham, Hunter, Goldberg, & Eastwood, 2016;Windahl, 2017;Litman, 2005) Ne New Elements Originality Ability to generate novel ideas (George & Zhou, 2001;Wutrich & Bates, 2001;Furham, 1999;Perrine & Brodersen, 2005;Dollinger, Urban, & James, 2004;Feist, 2010) Ability to coalesce multiple ideas into one (Runco & Nemiro, 1994;Belski, 2009;English, 1997;Lai, Roan, Greenberg, & Yang, 2008;Ozyurt & Ozyurt, 2015;Wakefield, 1985;Rostan, 1994 Capacity for emotional transference (Genco, Johnson, Holtta-Otto, & Conner Seepersad, 2011;Chan & Schunn, 2014;Gardner & Winner, 1982;Piirto, 2004;Kohn, Paulus, & Korde, 2011;Mednick, 1962 Ability to take action in the face of the unknown (Eisenman, 1987;Pankove & Kogan, 1968;Sternberg, 2012;Steele...…”

Openness and Intellect: An analysis of the motivational constructs underlying two aspects of personality

“…This indicates that individuals in this study who were higher 407 on Intellect were less likely to be interested in the fine or performing arts pursuits. This 408 finding is in line with that of Perrine and Brodersen (2005), who found that the Ideas facet 409 was a predictor of scientific rather than artistic pursuits. 410…”

Development and Validation of the Information Systems Creative-Self-Efficacy Scale

“…Their measure has been used by many researchers in other management [44] and educational contexts [7] and also to further the work on CreaSE itself [19].…”

“…After identifying the subconstructs above from literature on creativity [22,7,9,10,13,36,44,53], and before actually generating the constructs, we surveyed IS executives contacted through the advisory boards of two universities and IS faculty across four universities. The survey included two openended questions designed to gather valid content from both educators and professionals in the IS field.…”