Emotional Creativity, Alexithymia, and Styles of Creativity

Fuchs, George L.; Kumar, V. K.; Porter, Jack Nusan

doi:10.1080/10400410701397313

Cited by 41 publications

(51 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…High scores in the ECI have been related to various personality dimensions, including Openness to Experience and Agreeableness , but not to Neuroticism, Extraversion, or Conscientiousness. In a closer relation with learning processes, EC is seen as a predictor of the development of creative writing and artistic activities (Ivcevic et al, 2007; Averill, 2009) and has been also been related to cognitive (Averill, 2005; Fuchs et al, 2007) and artistic creativity (Barron and Harrington, 1981; Averill and Thomas-Knowles, 1991; Feist and Barron, 2003). Additionally, people that show high levels of EC would be more likely to enjoy new emotional experiences and learning in addition to higher levels of flow during regular activities (Averill and Nunley, 2010).…”

Section: Introductionmentioning

confidence: 99%

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

et al. 2016

View full text Add to dashboard Cite

Objective: Emotional creativity (EC) implies experiencing a complex emotional life, which is becoming increasingly necessary in societies that demand innovation and constant changes. This research studies the relation of EC as a dispositional trait with intrinsic motivation (IM) and academic engagement (AE).Methods: A sample of 428 university Chilean students, 36.5% men and 63.5% women, with ages from 18 to 45 years-old (M = 20.37; DT = 2.71). Additionally, the mediating function of class-related positive emotions in this relation is explored.Results: The obtained data indicate that developing high levels of dispositional EC enhances the activation of positive emotions, such as gratitude, love and hope, in the classroom. Furthermore, EC predicts IM and AE of university students by the experience of positive emotions.Conclusion: These results compel us to be aware of the importance that university students can understand the complexity of the emotional processes they undergo. A greater control of these emotions would allow students to maintain higher levels of interest in their studies at the different educational stages and to avoid the risk of school failure.

show abstract

Section: Introductionmentioning

confidence: 99%

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

et al. 2016

View full text Add to dashboard Cite

show abstract

“…Some studies also tested the relationship of EC with self-report measurements of cognitive creativity. For example, the Creativity Styles Questionnaire-Revised (Kumar & Holman, 1997) was administrated to university students in the study by Fuchs, Kumar, and Porter (2007). EC was measured by the Emotional Creativity Inventory (Averill, 1999) and correlated with the Creativity styles questionnaire.…”

mentioning

confidence: 99%

Emotional Creativity and Real-Life Involvement in Different Types of Creative Leisure Activities

Trnka

Zahradník

Kuška

2016

Creativity Research Journal

View full text Add to dashboard Cite

The role of emotional creativity in practicing creative leisure activities and in the preference of college majors remains unknown. The present study aims to explore how emotional creativity measured by the Emotional Creativity Inventory (ECI; Averill, 1999) is interrelated with the real-life involvement in different types of specific creative leisure activities and with four categories of college majors. Data were collected from 251 university students, university graduates and young adults (156 women and 95 men). Art students and graduates scored significantly higher on the ECI than other majors. Humanities scored significantly higher than technical/economic majors. Five creative leisure activities were significantly correlated with the ECI, specifically, writing, painting, composing music, performing drama, and do-it-yourself home improvement. Overall creative capacities are related to various emotional variables, especially to stable emotional characteristics. The significance of stable emotional characteristics is recognizable in experimental creative tasks (Gutbezahl & Averill, 1996), divergent thinking tasks (Zenasni & Lubart, 2008) as well as in creative artistic performance (Agular-Vafaie & Runco, 2008). Ma (2009) classified three main areas of general creativity in his extensive meta-analysis: (a) creativity with less evaluation, including nonverbal and verbal; (b) creativity in problem solving, with more evaluation; and (c) emotional creativity. Emotional creativity (EC) is a pattern of cognitive abilities and personality traits related to originality and appropriateness in emotional experience (Ivcevic, Brackett, & Mayer, 2007). It involves the particularly effective application of an already existing emotion or, at a more complex level, the modification of a standard emotion to better meet the needs of the individual or group (Averill, 1999). Divergence from the ordinary emotional experience is a key feature of EC, because EC involves the ability to diverge from the common and generate novel emotional reactions (Ivcevic, Brackett, & Mayer, 2007). The theoretical conceptualization of EC within other related creativity constructs was previously provided by Gutbezahl and Averill (1996). The most common measurement of EC is a self-report questionnaire, the Emotional Creativity Inventory (ECI; Averill, 1999) developed by James R. Averill.

show abstract

“…The Scale for the self-perceived creative capacity (SPCC) - Manmiller, Kumar, & Pekala (2005) measures the global creativity through self-reporting and it consists of two items: for example, I consider myself a creative person evaluated on a continuum of 1strongly agree to 5 -strongly disagree (α = .75). The evidence regarding the convergent validity of the scale is provided by certain studies (Manmiller, Kumar, & Pekala, 2005;Fuchs, Kumar, & Porter, 2007;Ceci & Kumar, 2016) which demonstrate that the latter correlates with other tests and questionnaires that evaluate creativity such as the Adjective Check List (Gough &Heilbrun, 1980), the Scale of Spontaneity (Kellar, Treadwell, Kumar, & Leach, 2002) and the Inventory of Emotional Creativity (Averill, 1999).…”

Section: Methodsmentioning

confidence: 99%

Trait Curiosity And Creativity. Common Bases - Significant Differences

Balgiu¹

2019

The European Proceedings of Social and Behavioural Sciences

View full text Add to dashboard Cite

The present article analyzes in three studies on undergraduates the relationship between trait curiosity (Curiosity and Exploration Inventory-II -CEI-II), and creativity conceived as: 1-divergent thinking (Unusual Usages Creative Thinking test -UNU), self-perceived creative capacity (Scale for the selfperceived creative capacity -SPCC) and 3, as creative self-concept (Short Scale for Creative Self-SSCS). In the first study (N = 91), there was no relationship between curiosity and divergent thinking. The explanation of the results is related to the different construction of measures and conceptual differences in defining creativity. In the second study (N = 110), between curiosity and self-perceived creative capacity, moderate correlations were obtained. In the third study (N = 203), relationships between curiosity, its components, stretching and embracing and creative self-concept and the parameters that make it, creative self-efficacy and creative personal identity have been obtained. In this latter study, confirmatory factor analysis shows the existence of significant correlations between these last two measured constructs. Latent factor of Creative self-efficacy (CSE) correlated with the exploration of new experiences (Stretching, r = .59) and with the acceptance of uncertainty (Embracing, r = .44), while Creative personal identity (CPI) correlated with Stretching (r = .45) and slightly less with Embracing (r = .37). The conclusions of the investigation indicate the existence of a common basis of curiosity and CSE and CPI. Starting from these results, we conclude on the future modalities to measure students' potential in higher education.

show abstract

Emotional Creativity, Alexithymia, and Styles of Creativity

Cited by 41 publications

References 24 publications

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

Emotional Creativity and Real-Life Involvement in Different Types of Creative Leisure Activities

Trait Curiosity And Creativity. Common Bases - Significant Differences

Contact Info

Product

Resources

About