Linking Failure Feedback to Individual Creativity: The Moderation Role of Goal Orientation

The emotionally intelligent use of attention and affective arousal under creative frustration and creative success

“…Obviously, negative and positive feedbacks have different effects on the creative process. While repeated failure can lead to the perception of creative frustration (He, Yao, Wang, & Caughron, 2016;Sapp, 1992) that could produce a mortification of the creative attempts (Beghetto, 2014) and lower perceived self-efficacy (Baumeister & Tice, 1985), repeated success can generate an opposite overwhelming emotional condition, a sort of ecstasy in the face of repeated achievement (Ivcevic & Brackett, 2015). How much repeated evaluation leading to frustration or success affects creative performance is still an open question.…”

Proactive Personality and Employee Creativity: A Moderated Mediation Model of Multisource Information Exchange and LMX

“…Although some research addressed the distinction between two forms and investigated the potential different antecedents to them (Gilson and Madjar, 2011;Gilson et al, 2012;Jaussi and Randel, 2014;Li C. R. et al, 2019), other research found some common drivers to them. For example, positive affect at work broadens individuals' receptivity to new knowledge and enhance their cognitive functioning, which in turn trigger the two forms of creative expression (Jaussi et al, 2017); failure feedback from supervisors promotes subordinates' radical and incremental creativity by altering their interpretation of failures, establishing their confidence of actions, and increasing their willingness of learning (He et al, 2016); creative self-expectations mobilize individuals' cognitive resources to identify potential opportunities and problems, search for various information or knowledge, and consider multiple alternatives, which then facilitating those two forms of employee creativity (Liu et al, 2019). As such, we hypothesized the following: H2a: Multisource information exchange is positively related to incremental creativity.…”

Relevant Conditions for Teachers’ Use of Student Feedback

“…Furthermore, studies from organizational psychology point out significant correlations between persons' self-efficacy and mastery goal orientation (Runhaar et al, 2010;VandeWalle, 2001). For the processing and constructive reaction to negative feedback, a high mastery goal orientation proves to be favorable (Elliott & Dweck, 1988;He et al, 2016;Heslin & Latham, 2004), whereas a high performance-avoidance goal orientation often leads to lower performance in this situation (VandeWalle et al, 2001). When feedback is positive, performance-approach goal-oriented persons tend to react with increased effort, whereas mastery goal-oriented individuals retain their performance or show a weaker increase of effort (Cianci et al, 2010;Donovan & Hafsteinsson, 2006).…”