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

Agnoli, Sergio; Franchin, Laura; Rubaltelli, Enrico; Corazza, G.E.

doi:10.1016/j.paid.2018.04.041

Cited by 43 publications

(32 citation statements)

References 36 publications

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“…The results of this study indicate that the EI and IP of participants may interact with the IMSP instruction treatment, and then consciously and unconsciously influence the innovation performance in the self-balance vehicle design task. It agrees with the previous studies suggesting that personal characters play an indirect role in promoting design innovation [37,41].…”

Section: B Interaction Between Participants' Personal Characters Witsupporting

confidence: 93%

“…The participants with higher-level of EI and IP outperformed in the promotion of design innovation. The findings of this experimental study support that emotion may affect the learning of design skills and cognitive ability, which is consistent with the conclusion of previous behavioral researches [41][42][43]. Individuals with high-level EI often experience emotional awakening, which would help their cognitive arousal in design innovation, such as creativity generation, emotional regulation, strategy management, and collaboration [18,19].…”

Section: B Interaction Between Participants' Personal Characters Witsupporting

confidence: 89%

“…Schütte (2005) developed an approach of emotional engineering to improve understanding of the nature of products making an emotional impact on the customers, and efficiently translate the emotional agreement into product design solutions [40]. Agnoli et al (2018) claimed emotional intelligence allows using the positive attention and emotion to promote creativity through regulating the feeling during the design process [41].…”

Section: Effects Of Innovation Proaction and Emotional Intelligencementioning

confidence: 99%

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An ISMP Approach for Promoting Design Innovation Capability and Its Interaction With Personal Characters

Chen

Yang

2020

IEEE Access

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This paper develops an instruction method for promoting design innovation capability through a design-based program with identification, modeling, simulation, and prototyping (IMSP). The computational thinking and conceptualization of sustainability were incorporated. The interaction between instruction treatment and participants' personality was investigated. Eighty-six engineering undergraduates participated in this experimental study for exploring the effectiveness of the IMSP program. The findings indicate that 1) the IMSP program promoted undergraduates' computational thinking, and further enhanced their design innovation ability; 2) the program that integrated the conceptualization of sustainability has better teaching effects than that without the conceptual integration; 3) the personal characters of innovation proaction and emotional intelligence acted as moderators in the ISMP program. This study presents a practical method for improving design innovation capability, and supports the feasibility and necessity of emphasizing computational thinking and sustainability in the innovation training program for engineering education.

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Section: B Interaction Between Participants' Personal Characters Witsupporting

confidence: 93%

Section: B Interaction Between Participants' Personal Characters Witsupporting

confidence: 89%

Section: Effects Of Innovation Proaction and Emotional Intelligencementioning

confidence: 99%

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An ISMP Approach for Promoting Design Innovation Capability and Its Interaction With Personal Characters

Chen

Yang

2020

IEEE Access

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“…Being that trait EI is a personality construct related to the self-perception of affect-related variables (Petrides et al, 2007; Hughes and Evans, 2018), we hypothesized that it can capture a portion of children’s emotional attitudes at the basis of the self-perception of EA skills. As already demonstrated in past research, the broad construct of trait EI led to substantial improvements in the ability to predict behaviors, attitudes and achievement (e.g., Petrides et al, 2007; Agnoli et al, 2015, 2019; Rubaltelli et al, 2015). The results of the present study led to further improvement, as the study showed the capacity of trait EI to predict EA scores in childhood and preadolescence.…”

Section: Discussionmentioning

confidence: 67%

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

et al. 2019

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Emotional awareness (EA) has been defined as the cognitive skill devoted to the identification and description of one’s own and others’ emotional experiences, an ability that has usually been conceptualized along with the development of cognitive intelligence. Despite this, EA has also been deemed a central constituent of Emotional Intelligence (EI), a construct that captures individual differences in how we perceive, communicate, regulate, and understand our own emotions, as well as the emotions of others. The overlap between the cognitive and the emotional domain in the definition of the EA construct has created several difficulties in both its understanding and its usage, so much so that several questions regarding its nature and structure remain unanswered. The aim of the present work was to test in a unique model the explanatory role of both trait EI and fluid nonverbal intelligence on EA variability in children, controlling for the effect of age, a variable strictly related to cognitive development, as well as gender, which is highly associated with trait EI during childhood. Four hundred and eighty-eight pupils (258 females and 230 males) ranging from 8 to 12 years old completed the Levels of Emotional Awareness Scale for Children, the Trait Emotional Intelligence Questionnaire – Child Form, and a measure of pure non-verbal reasoning ability, the Raven’s Progressive Matrices. The results of a structural equation model showed a positive explanatory power of both Raven and TEIQue scores on EA, revealing that both cognitive intelligence and trait EI significantly explained EA. The same model also showed an indirect effect of age, via intelligence scores, on EA, suggesting that the increase of EA with age could be partially imputed to the development of intelligence. Finally, a relation between gender and TEIQue scores confirmed higher trait EI scores in girls than in boys. The implications emerging from this model are discussed.

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“…Further studies suggested that it is the intensity of the emotional experience measured with both positive and negative high-arousal emotional states than can facilitate creativity, as compared to low-arousal states ([35, 37]; see [23] and [38] for reviews). In line with these findings, it has been shown that highly arousing situations (including negative ones such as creative frustration) can even booster creative performance in individuals with specific personality traits [39]. Although it is not still completely clear the extent to which positive and negative affective states facilitate or inhibit various facets of creativity–or how they do so–researchers are largely in agreement that emotion modulates the various components of creative thinking [19].…”

Section: Introductionmentioning

confidence: 94%

How does emotion influence the creativity evaluation of exogenous alternative ideas?

2019

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The interaction of emotions with creative cognition is one of the most intriguing topics in the creativity research. In this study, we investigated the extent to which various emotional states influence the evaluation of ideas, which is a crucial component of the creative thinking process. To this end, we used emotional (both positive and negative) and neutral pictures to induce emotional states and then asked participants to evaluate the creativity of exogenous ideas (i.e., those generated by other people) as part of an alternative use evaluation task. As the results of previous studies suggest the existence of a negative bias when judging highly creative ideas, we presented the participants with non-creative, moderately creative, and highly creative uses for everyday objects. Overall, the participants gave higher creativity ratings when under positive emotional engagement than when in negative or neutral conditions. Moreover, neutral and emotional context differently moderated the creativity evaluation of the three object use categories. Specifically, participants gave higher ratings for non-creative uses, and (to a lesser extent) for highly creative uses when in a positive emotional state, than they did when in the neutral condition. On the other hand, when in a negative emotional state, the participants gave lower ratings for moderately creative uses than they did in either the positive or neutral conditions. These data provide initial evidence that emotional states can influence the creativity evaluation of exogenous alternative ideas that are generated through divergent thinking.

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

Cited by 43 publications

References 36 publications

An ISMP Approach for Promoting Design Innovation Capability and Its Interaction With Personal Characters

An ISMP Approach for Promoting Design Innovation Capability and Its Interaction With Personal Characters

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

How does emotion influence the creativity evaluation of exogenous alternative ideas?

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