The creative person in science.

Grosul, Maya V.; Feist, Gregory J.

doi:10.1037/a0034828

Cited by 88 publications

(64 citation statements)

References 98 publications

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“…Moreover, prior research found that the intellectual dimensions of openness related to being a scientist (Barton, Modgil, & Cattell, 1973) and to scientific creative accomplishments (Kaufman, 2013). 1 Also, a recent study found that openness was the strongest personality correlate of scientific creativity, as measured via journal publications (b D .21; Grosul & Feist, 2014). Given the connection between openness and science, it seems clear that openness is related to performance in a scientific environment.…”

Section: Learning Approach and Performancementioning

confidence: 94%

Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings

Kholin

Meurs

Blickle

et al. 2015

Journal of Personality Assessment

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Scholars have raised concerns that openness to experience has ambiguous relationships with performance. In this study, we examine both openness and one of its more narrow dimensions, learning approach. In addition, the research context was made narrow (i.e., higher education academic performance in science), and social skill was interactively combined with peer- and self-rated personality in the prediction of academic performance (i.e., grades). We found that those high on learning approach, but not openness, 1 year later performed better academically than those lower on learning approach. Furthermore, for those high and average on social skill, increased peer-rated learning approach was associated with higher performance. Finally, the combination of self- and other-ratings of learning approach was a better predictor of academic performance than the combination of self- and other-ratings of openness. The relationship of openness with academic performance benefits from narrowing predictors and criteria, framing the study within a relevant context, accounting for social skill, and combining self- and other trait ratings.

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Section: Learning Approach and Performancementioning

confidence: 94%

Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings

Kholin

Meurs

Blickle

et al. 2015

Journal of Personality Assessment

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“…In peer-reviewed studies with adequate sample sizes, openness and OE have high correlations with creativity Feist, 1998;Furnham et al, 2011;Furnham et al, 2013;Gorman & Feist, 2014;Hughes et al, 2013;Ivcevic & Mayer, 2007;Kerr & McKay, 2013;Wolfradt & Pretz, 2001;YakmaciGuzel & Akarsu, 2006) and moderate correlations with intelligence in samples of all ability levels Cross et al, 2007;Gignac et al, 2004;Harris, 2004;Moutafi et al, 2003;Moutafi et al, 2006;Sak, 2004;Zeidner & Shani-Zinovich, 2011). Brain imaging studies show that openness and OEs seem to be largely represented in the same brain area, BA 40 DeYoung, 2010;DeYoung et al, 2010).…”

Section: Resultsmentioning

confidence: 99%

“…Openness to experience and intellectual curiosity were among the traits that discriminated between creative and noncreative people (Ivcevic & Mayer, 2007). In a study of scientific creativity, openness was the only significant predictor among other personality factors based on the five-factor model and Eysenck's three factors; openness predicted number of citations received by a scientist, their hindex, their Soler creativity index (which takes into account citations of a paper, references cited in that paper, number of authors per paper, and total publications by one author), and an overall score including the aforementioned criteria plus number of lifetime publications (Gorman & Feist, 2014).…”

Section: Openness To Experience and The Five-factor Model Of Personalitymentioning

confidence: 99%

“…Creative individuals were expected to score higher on openness and OEs based on previous research Falk et al, 2008;Feist, 1998;Furnham, Batey, Booth, Patel, & Lozinskaya, 2011;Furnham, Hughes, & Marshall, 2013;Gorman & Feist, 2014;Ivcevic & Mayer, 2007;Kaufman, 2013;Kerr & McKay, 2013;Wolfradt & Pretz, 2001;Yakmaci-Guzel & Akarsu, 2006) and thus are a helpful criterion for studies such as this one. In this study, they did have higher scores than the general population sample.…”

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confidence: 99%

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Openness to Experience Rather Than Overexcitabilities

Vuyk

Krieshok

Kerr

2016

Gifted Child Quarterly

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In the theory of positive disintegration (TPD), Dabrowski (1967) describes manifestations of inner energy that serve a developmental purpose and might be more frequently found in gifted individuals, called overexcitabilities (OEs). Most studies present OEs outside of the context of the original theory (Mendaglio, 2012). Atheoretically conceptualized, OEs seem to define the personality trait of openness to experience as each OE can be matched with a specific facet of openness. Descriptions of each facet of openness and its matching OE are very alike. In this paper I argue that they are conceptually equivalent and that current research on openness and OE supports this. The study examined the similarity of OEs to corresponding openness to experience facets via competing models in multigroup confirmatory factor analysis, given their conceptual similarity. O2: Aesthetics and sensual OE, and O5: Ideas and intellectual OE were represented by a single underlying latent construct. High correlations emerged among O1: Fantasy and imaginational OE, O2: Aesthetics and sensual OE, O3: Feelings and emotional OE, and O5:Ideas and intellectual OE; O4: Actions and psychomotor OE had a small positive correlation; and O6: Values had a small negative correlation to emotional OE. Openness to experience seems to encompass OEs; thus, giftedness researchers and practitioners should align with well-researched psychological theories such as the five-factor model of personality (Costa & McCrae, 1992;Goldberg. 1999) and begin to talk about openness rather than OEs. CLEOS was my home in all these years and so I want to thank the CLEOS gang for all the support-without you, this study would not have been a reality (and conferences are fun). I owe it in particular to the last two iterations of the gang: the research core with Barb, Nicole, Olivia, JD, Chris, and Jess, and the counseling team with Karen, Lesley, Jake, Kristen, Darcy, and all sections of PRE 896 Advanced Skills. Take good care of our lovely and wild creative kids when I'm gone. Special thanks to Spamgirl, moderator of Turker Nation, for generously helping me to find a way to conduct this study that would comply with the terms of service of MTurk and PAR.Ahora, a Paraguay. En primer lugar quiero agradecer a mi marido, Rodolfo Parisi, quien me soportó desde aquellos primeros días en nuestra casa de Paraguay mientras yo mandaba solicitudes a programas de Ph.D. y siempre me motivó a dar lo mejor de mí. Si hablo en plural en este párrafo es porque este esfuerzo también es de él. La remamos juntos desde el principio.Quiero agradecer a nuestro hijo Gianluca por ser un bebé contento que balbuceaba al lado mío 5 mientras yo escribía. Mis padres, Marilén y Roberto, merecen un agradecimiento muy especial por su apoyo emocional y concreto; me enseñaron el valor de la educación y es por ellos que estoy hoy en este lugar. Ceci y Diego, gracias por el aguante. Una dedicatoria especial va a mi Oma, Tina (+); este trabajo ejemplifica sus enseñanzas de esfuerzo y dedicación manteniendo la ...

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“…5 However, research on how researchers interact with and use digital publishing at the individual level is somewhat limited.…”

Section: July 2018mentioning

confidence: 99%

Trust Versus Perceived Quality in Scholarly Publishing: A Personality-Attitude-Intention Approach

Moksness¹,

Olsen²

2018

C&RL

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Researchers at UiT-The Arctic University of Norway studied how agreeableness and conscientiousness influence trust and perceived quality and how these factors subsequently impact the intention to publish research articles via open access (OA) or non-OA channels. The main findings show that, while trust increases intention to publish via OA, it decreases intention to publish via non-OA channels. Indicators of perceived quality, on the other hand, exert a positive influence on the intention to publish via non-OA, while decreasing the intention to publish non-OA. The results suggest that trust is pivotal in increasing publishing via OA.

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The creative person in science.

Cited by 88 publications

References 98 publications

Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings

Refining the Openness–Performance Relationship: Construct Specificity, Contextualization, Social Skill, and the Combination of Trait Self- and Other-Ratings

Openness to Experience Rather Than Overexcitabilities

Trust Versus Perceived Quality in Scholarly Publishing: A Personality-Attitude-Intention Approach

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