Scientific innovation potential

Heinzen, Thomas E.; Mills, Carol J.; Cameron, Patricia A.

doi:10.1080/10400419309534482

Cited by 23 publications

(7 citation statements)

References 9 publications

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“…They have many ideas (Clapham, 1997), and strong interest in their work. They are eager to learn new knowledge and skills (Amabile, 1983;Simonton, 1994), are risk taking (Sternberg, 1996), and are persistent or hard working (Heinzen, Mills & Cameron, 1993). Activities that are relaxing and can bring forth "fun" should be regarded as important for inducing creative thinking.…”

Section: Rq2mentioning

confidence: 99%

Singaporean Teachers' Perception of Activities Useful for Fostering Creativity

Tan

2001

Journal of Creative Behavior

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Ninety‐five beginning teachers and 116 experienced teachers rated the degree of usefulness of activities for fostering creativity on a 5–Likert scale (1 = not very useful, 5 = very useful). Three clusters (C) were elicited from their responses. C1 was featured by moderate and high ratings of teachers for all the learning activities. C2 was mainly characterized by student‐centered independent and collaborative learning activities. C3 was highlighted by student‐directed independent learning activities. About two thirds of the experienced teachers and one fifth of the beginning teachers belonged to C1. Nearly half and one fourth of the latter compared to one fifth of the former belonged to C2 and C3, respectively. Implications of the findings for Singaporean education were presented.

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Section: Rq2mentioning

confidence: 99%

Singaporean Teachers' Perception of Activities Useful for Fostering Creativity

Tan

2001

Journal of Creative Behavior

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“…For example, in a set of longitudinal studies following individuals from elementary school through adulthood, Torrance [52,51,50] found that people who were doing what they loved (intrinsic motivation) were more creative in their pursuits. Another study of talented youth in math and science reported that these creative teens displayed higher levels of intrinsic motivation than did their peers [26].…”

Section: Discussionmentioning

confidence: 98%

Idea Generation in Virtual Communities for Innovation: The Influence of Participants' Motivation on Idea Quality

Bretschneider

Rajagopalan

Leimeister

2012

2012 45th Hawaii International Conference on System Sciences

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Virtual Communities for Innovations (VCI) are becoming increasingly popular as platforms for firms to engage customers in generating new ideas. While several studies have explored the various motivations of user participation in VCI, the relationship between the motivations and the outcome of interest-the quality of the ideas-has not been explored. Scholars and practitioners have a strong interest in understanding the influence of motivation on quality of ideas. These as valuable insights will help firms who run VCI and are interested in harvesting ideas of good quality from it create effective incentive strategies for generating good ideas. In our research, we hypothesize that certain motivations influence idea quality, while others do not. We find empirical support for the following motivations influencing idea quality: (1) demonstrate personal capabilities and skills through their ideas (capability signaling-motive); (2) get recognition of third parties through their ideas (recognition-motive); and (3) have fun in developing ideas (fun-motive). However, we find no evidence for the influence of customers' altruism (altruism-motive), nor of customers' desire for improving and enhancing existing firms' products by submitting ideas (Product Improvement and Enhancement-motive).

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“…‫للعملية‬ ‫بالنسبة‬ ‫الداخلية‬ ‫الدافعية‬ ‫دور‬ ‫على‬ ‫لإلبداع‬ ‫المختلفة‬ ‫ية‬ ‫النظر‬ ‫النماذج‬ ‫وتؤكد‬ ‫األداء‬ ‫تحديد‬ ‫في‬ ‫األخرى‬ ‫الشخصية‬ ‫امل‬ ‫العو‬ ‫مع‬ ‫التفاعل‬ ‫خالل‬ ‫من‬ ‫إسهامها‬ ‫ومدى‬ ‫اإلبداعية‬ ‫للفرد‬ ‫اإلبداعي‬ (Amabile, 1983) ‫يبية‬ ‫التجر‬ ‫النتائج‬ ‫من‬ ‫العديد‬ ‫عليه‬ ‫أكدت‬ ‫ما‬ ‫وهذا‬ . (Heinzen et al, 1993;Torrance, 1987) . ‫افر‬ ‫تو‬ ‫مدى‬ ‫على‬ ‫إبداعي‬ ‫نحو‬ ‫على‬ ‫اد‬ ‫األفر‬ ‫أداء‬ ‫يعتمد‬ ‫كما‬ ‫تحفز‬ ‫إبداعية‬ ‫تعليمية‬ ‫ممارسات‬ ‫افر‬ ‫تو‬ ‫أيضا‬ ‫و‬ ‫اإلبداعية،‬ ‫ولسلوكياتهم‬ ‫لدافعيتهم‬ ‫ة‬ ‫محفز‬ ‫داعمة‬ ‫بيئة‬ ‫عل‬ ‫مستويات‬ ‫للمشكالت‬ ‫تقليدية‬ ‫غير‬ ‫حلول‬ ‫استكشاف‬ ‫على‬ ‫تهم‬ ‫قدر‬ ‫وتنمي‬ ‫التفكير‬ ‫من‬ ‫يا‬ (Hennessey, 2007;Lin, 2011;Torrance, 1995) .…”

Section: ‫أكدت‬ ‫وقد‬ ‫اسة‬ ‫در‬ (unclassified

نمذجة العلاقات السببیة بین الإنجاز الإبداعی وکلٍ من التفکیر التباعدی والدافعیة الداخلیة والانفتاح على الخبرة والبیئة الصفیة الإبداعیة لدى عینة من طلبة کلیة التربیة

عبدالمجید¹,

متولی²

2023

مجلة البحث فی التربیة وعلم النفس

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The current research sought to model the relationships among creative achievement, divergent thinking, intrinsic motivation, openness to experience, and the creative classroom environment and explore whether these relationships vary according to the creative achievement domain. The research sample included 250 first-year students from the Faculty of Education at Damanhour University. The results indicated a statistically significant effect of the creative classroom environment on creative achievement, openness to experience, and intrinsic motivation, while the remaining effects were not significant. Additionally, the effects of the creative classroom environment and openness to experience on creative achievement were found to vary by the creative achievement domain. Recommendations and directions for future research are discussed.

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Scientific innovation potential

Cited by 23 publications

References 9 publications

Singaporean Teachers' Perception of Activities Useful for Fostering Creativity

Singaporean Teachers' Perception of Activities Useful for Fostering Creativity

Idea Generation in Virtual Communities for Innovation: The Influence of Participants' Motivation on Idea Quality

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