Mental contrasting turns positive feedback on creative potential into successful performance

Oettingen, Gabriele; Marquardt, Michael K.; Gollwitzer, Peter M.

doi:10.1016/j.jesp.2012.03.008

Cited by 42 publications

(29 citation statements)

References 38 publications

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“…We see the same issue here, as Tables 1 and 3 show substantial variance in fluency scores across the different conditions. Over and above mood, motivational variables like goal orientation (Baas, De Dreu, & Nijstad, 2011;Oettingen, Marquardt, & Gollwitzer, 2012) have been shown to affect creative thinking. Compared with prevention-focused goals (e.g., performance), promotion-focused goals (e.g., mastery) seem to positively affect both fluency and originality, but that the level of cognitive activation of goals mediates the effect (e.g., Baas et al, 2011, Study 3).…”

Section: Discussionmentioning

confidence: 99%

Feasibility of online divergent thinking assessment

Hass

2015

Computers in Human Behavior

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Section: Discussionmentioning

confidence: 99%

Feasibility of online divergent thinking assessment

Hass

2015

Computers in Human Behavior

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“…Experimental research has demonstrated that visualization of the ideal self in a certain area of life (e.g., work), combined with positive feedback from others, results in heightened performance in that area (Oettingen, Marquardt, & Gollwitzer, 2012). Most of the research in the vocational psychology field, however, uses narratives to collect data, rejecting more positivistic research methods (Ibarra, 1999).…”

Section: Identification Of Relevant Theoretical Perspectives On Talentmentioning

confidence: 99%

The psychology of talent management: A review and research agenda

Dries

2013

Human Resource Management Review

381

424

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Across six different streams of the literature (i.e., HRM; I/O psychology; educational psychology; vocational psychology; positive psychology; social psychology) we identify a number of discrepancies (i.e., between practitioner and academic interest; between talent management discourse and practice), theoretical perspectives (i.e., talent as capital; talent as individual difference; talent as giftedness; talent as identity; talent as strength; and talent as the perception of talent), tensions (i.e., object-subject; inclusive-exclusive; innate-acquired; input-output; transferable-context-dependent), and assumptions (i.e., about intuition versus data; about the effects of being labeled 'talented'; about the effects of differential treatment) which we argue can serve as a basis for theory building, methodological advances, and new empirical work. With this review, we hope to join a growing group of talent management scholars pushing to make the transition from a growing into a mature field of study, characterized by widely accepted theoretical frameworks and research designs, and supported by the scholarly community.

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“…Importantly, these associations then foster energization and goal pursuit toward attaining the desired future as measured by explicit (e.g., self-report, teacher report, body weight reduction) and implicit indicators (e.g., systolic blood pressure, implicit cognition; Kappes, Singmann, & Oettingen, 2012; Oettingen et al, 2009). Numerous experimental studies in various life domains (e.g., interpersonal relationships, health) show that adults can use mental contrasting to turn wishful thoughts and images about a desired future into strong goal commitments with subsequent goal striving and goal attainment (Oettingen, 2000; Oettingen et al, 2001; Oettingen, Marquardt, & Gollwitzer, 2012; Oettingen, Mayer, & Thorpe, 2010; Oettingen, Mayer, Thorpe, Janetzke, & Lorenz, 2005; Oettingen, Stephens, Mayer, & Brinkmann, 2010; summary by Oettingen, 2012). …”

Section: Fantasy Realization Theorymentioning

confidence: 99%

From Fantasy to Action

Duckworth

Kirby

Gollwitzer

et al. 2013

Social Psychological and Personality Science

Self Cite

119

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The current intervention tested whether a metacognitive self-regulatory strategy of goal pursuit can help economically disadvantaged children convert positive thoughts and images about their future into effective action. Mental contrasting with implementation intentions (MCII) entails mental contrasting a desired future with relevant obstacles of reality and forming implementation intentions (if-then plans) specifying when and where to overcome those obstacles. Seventy-seven fifth graders from an urban middle school were randomly assigned to learn either MCII or a Positive Thinking control strategy. Compared to children in the control condition, children taught how to apply MCII to their academic wishes and concerns significantly improved their report card grades (η2 = .07), attendance (η2 = .05), and conduct (η2 = .07). These findings suggest that MCII holds considerable promise for helping disadvantaged middle school children improve their academic performance.

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Mental contrasting turns positive feedback on creative potential into successful performance

Cited by 42 publications

References 38 publications

Feasibility of online divergent thinking assessment

Feasibility of online divergent thinking assessment

The psychology of talent management: A review and research agenda

From Fantasy to Action

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