Purpose: This study used a moderated mediation model to test the mediating effect of general self-efficacy on the relationship between post-traumatic growth and creativity and the moderating effect of deliberate rumination in the second path of the indirect mediation path during the COVID-19 pandemic.Methods: A sample of 881 university students from Guangdong Province, China, was surveyed with the Posttraumatic Growth Inventory, the Runco Ideational Behavior Scale, the General Self-Efficacy Scale, and the Deliberate Rumination Inventory. SPSS and PROCESS were used for (...) correlation analyses, mediation analysis, and moderated mediation analysis.Results: PTG was positively correlated with creativity, self-efficacy, and deliberate rumination. Creativity was positively correlated with self-efficacy and deliberate rumination. Deliberate rumination was positively correlated with self-efficacy. Self-efficacy mediated the relationship between PTG and creativity. Deliberate rumination moderated the second half of the path of “PTG → self-efficacy → creativity.”Conclusions: PTG affected creativity directly and also indirectly through self-efficacy. In particular, deliberate rumination moderated the relationship between self-efficacy and creativity, such that the association was stronger when the incidence of deliberate rumination was low. These results provide a more comprehensive understanding of the positive link between PTG and creativity. (shrink)

Physicists were asked the question, “What do you think are the most important qualities needed to be successful at the type of work you do?” The results demonstrate which qualities physicists value and how values vary among the qualities they identified. The results also show how physicists’ beliefs about success vary by the rank of their department, age, productivity, and gender. More generally, the findings cast light on the moral order of physics by eliciting how members of an occupation construe (...) the structure of success in their line of work. (shrink)

Admiration and adoration have been considered as emotions with the power to change people, yet our knowledge of the specific nature and function of these emotions is quite limited. From an interdisciplinary perspective, we present a prototype approach to admiration and what has variously been labelled adoration, worship, or reverence. Both admiration and adoration contribute to the formation of personal and collective ideals, values, and identities, but their workings differ. We offer a detailed theoretical account of commonalities and differences in (...) the appraisal patterns and action tendencies associated with the two emotions. This analysis reveals that admiration motivates the internalisation and emulation of ideals embodied by an outstanding role model. Adoration motivates adherence to the teachings and expectations of a meaning maker and benefactor perceived as superhuman or sacred. Thus, the primary function of admiration is to promote individual learning and change, whereas adoration primarily serves to bind communities together. (shrink)

Creativity is an essential factor in ensuring the sustainable development of a society. Improving students’ creativity has gained much attention in education, especially in Science, Technology, Engineering, Arts, and Mathematics education. In a quasi-experimental design, this study examines the effectiveness of a project-based STEAM program on the development of creativity in Chinese elementary school science education. We selected two fourth-graders classes. One received a project-based STEAM program, and the other received a conventional science teaching over 6 weeks. Students’ creativity was (...) assessed before and after the intervention using a multi-method approach, including a test of divergent thinking, a story completion through the Consensus Assessment Technique, a creative self-efficacy measure, and a group-based creative project. Moreover, all students received a test of their science knowledge after the intervention. The results showed that compared with the control group, the creativity of the experimental group students improved significantly for 6 weeks at both individual and group level, even though their knowledge in science were comparable. This result confirmed the effectiveness of a project-based STEAM educational program improving elementary school students’ creativity. Implications are discussed. (shrink)

Creative leadership is a rather novel topic, despite the fact that, leadership and creativity are widely researched and have gained considerable attention these last decades. Leadership and creativity are both complex and much needed processes in everyday work. Specifically, transformational leadership and creativity have traits and attributes that correlate and predict each other. Providing new ties and linkages, as well as connecting already existing attributes, traits and facets, a more complex form of understanding these two processes is proposed, thus creating (...) options to novel and innovative knowledge. An exploratory design with mixed methods was used to answer the questions posed. The research design started with focus group discussions, in order to deeply understand the conceptions of Kosovar engineers about creative leadership, followed by the selection of instruments and quantitative data collection. The doctoral research was conducted, as follows: Four focus groups discussions, with four participants each, were conducted and followed by quantitative part, the main data collection with 182 Kosovar engineers, from whom 103 employees were from private companies and the remaining 79 were from public companies. All of the participants were engineers. Through interpretation of findings, thesis illustrates linkages between leadership and creativity. After establishing and reconfirming the relationship between these two processes, thesis provides deeper understanding of specific characteristics of personality – as one of the key dimensions of creativity and leadership, specifically transformational leadership. Furthermore, comparative analysis between other factors, such as the status of the company and gender are analyzed and presented in order to have a more complete understanding of the interactions between analyzed variables. This doctoral thesis, unfolds chapter by chapter and processes described are interlined in delivering the end result. (shrink)

The focus of the current study is the individual and environmental attributes of inventiveness among children and adolescents. Research was conducted on the young inventors who were part of a nation-wide inventive ideation contest for children and adolescents in P. R. China. A total of 621 4th to 12th grade students from 112 schools all over China participated in the study. Among them, 38 reported holding one or more patents. Independent t-test showed, compared to their lower-level counterparts, higher-level young inventors (...) were more intrinsically motivated for inventive endeavours and were more open to new experiences. They also reported more encouragement and resources for invention from their schools. Logistic regression showed that school encouragement made the major contribution in discriminating these two groups. 2×3 MANONA revealed a significant main effect of gender and age group but no significant interaction between the two factors. Results of the univariate tests challenged the stereotyped view against the inventive ability of girls. Girls scored higher in Openness and lower in executive thinking style. The aesthetic appeal of their inventive products was also rated higher by experts. Albeit this superiority, girls, however, reported less encouragement from their parents to make inventions. Results of the cross-sectional study of the different age groups did not support a hypothesized growth of inventiveness from the lower to the higher grades. Instead, an uneven developmental pattern in inventiveness and the relevant domains were revealed, which was on the large part attributed to the influence of the educational environment. Taken together, the results of the current study highlight the important role the environmental factors play in fostering or hindering the development of inventiveness among children and adolescents. (shrink)

The coronavirus disease 2019 pandemic has brought about unprecedented uncertainty and challenges to the worldwide economy and people’s everyday life. Anecdotal and scientific evidence has documented the existence of a positive relationship between the experience of crisis and creativity. Though this appears to be ubiquitous, the crisis-creativity-well-being relationship has not been sufficiently examined across countries and using a working adult sample. The current study drew on a sample consisting of 1,420 employees from China, Germany, and the United States to examine (...) whether creativity can function as an effective means to cope with crisis and to achieve both flourishing and social well-being. Multivariate analyses showed that perceived impact of COVID-19 was positively related to creative process engagement, which was positively related to employees’ self-reported creative growth. Creative growth was associated with a higher level of flourishing well-being. This sequential mediation model was significant across the three samples. Creativity also mediated the relationship between perceived impact of COVID-19 and social well-being, but this connection was only found for the Chinese sample. Further data analyses revealed that individualism moderated this serial mediation model in that the positive coping effect of creativity on both flourishing and social well-being was stronger for individuals who hold more collectivistic views. Results of the study have implications for crisis management, personal development, and positive functioning of individuals and society. (shrink)

The COVID-19 epidemic is associated with negative mood, which has the potential to be a powerful driver of creativity. However, the influence of negative mood on cognitive creativity and emotional creativity remains elusive. Previous research has indicated that self-focused attention is likely to be related to both negative mood and creativity. The current study introduced two self-focused attention variables to explore how negative mood might contribute to cognitive creativity and emotional creativity. Based on a sample of 351 participants, our study (...) found that negative mood during the outbreak of COVID-19 was associated with cognitive creativity and emotional creativity. Meanwhile, there were significant serial mediation effects of rumination and reflection in the relationship between negative mood and creativity and the psychological impact after exposure to the COVID-19 epidemic was positively correlated with emotional creativity but not with cognitive creativity. These results suggested that individuals, in real life and work, could achieve better creative performance through moderate self-focus. Moreover, individuals with different mood states can be induced to enhance their creativity in times of crisis through intervention training to promote reflection. (shrink)

In this article, we review the psychology of hero development and hero worship. We propose that heroes and hero narratives fulfill important cognitive and emotional needs, including the need for wisdom, meaning, hope, inspiration, and growth. We propose a framework called the heroic leadership dynamic to explain how need-based heroism shifts over time, from our initial attraction to heroes to later retention or repudiation of heroes. Central to the HLD is idea that hero narratives fulfill both epistemic and energizing functions. (...) Hero stories provide epistemic benefits by providing scripts for prosocial action, by revealing fundamental truths about human existence, by unpacking life paradoxes, and by cultivating emotional intelligence. To energize us, heroes promote moral elevation, heal psychic wounds, inspire psychological growth, and exude charisma. We discuss the implications of our framework for theory and research on heroism, leadership processes, and positive psychology. (shrink)

Steve Jobs (1955-2011) was not only a businessman renowned for his legacy of technological innovation and entrepreneurship. His life history indicates eras or seasons as prankster, hippie, family man, and cancer fighter. This psychobiographical case study entailed a psychosocial-historical analysis of Jobs’s development interpreted through Levinson’s theory of the human life cycle, and was undertaken against the background of Merleau-Ponty’s ontological philosophy that elucidates a human science phenomenology where the individual cannot be separated from his/her social world. The primary objective (...) of this study was to uncover the eras and transitions within Jobs’s life cycle. The secondary objective was to illustrate and test the relevance of Levinsonian theory as applied to Jobs’s life. Jobs’s life cycle was uncovered through an analysis of published and publically available materials, which included both primary and secondary data sources. Alexander’s psychobiographical model was employed to extract salient evidence for analysis. A conceptual psychosocial-historical matrix guided the analysis. Key findings indicate that the central components of Jobs’s life and social world (e.g., his occupation, family, friendships and terminal illness) had a significant influence on his psychosocial development. In conclusion, Jobs’s development generally conformed to Levinsonian theory as well as to Merleau-Ponty’s phenomenological ontology and illustrated the relevance of these conceptual models for understanding the individual’s connectedness to his/her social world. (shrink)

In this conceptual research, the authors develop an integrative theoretical framework for the relationship between mindfulness and transformational leadership. The model is based on the core aspect of transformational leadership, creating trusting relationships with followers. Core components of the model are self- and social awareness, emotional intelligence, and leadership related competencies such as decision-making, and trust. Direct and indirect relationships between mindfulness and transformational leadership are included in the model. The literature supporting the proposed linkages is presented and discussed and (...) propositions for specific linkages are offered. The paper concludes with the presentation of an exploratory study of the direct relationship between mindfulness and transformational leadership practices. The results support such a relationship. (shrink)