REFRAMING THE DECISION-MAKERS’ DILEMMA MUELLER, JENNIFER; MELWANI, SHIMUL; LOEWENSTEIN, JEFFREY ...
Academy of Management journal,
02/2018, Letnik:
61, Številka:
1
Journal Article
Recenzirano
Can decision-maker roles—roles with responsibility for allocating resources toward ideas—shape which ideas people in those roles view as creative? Prior theory suggests that expertise should ...influence creativity assessments, yet examples abound of experts in different roles disagreeing about whether the same idea is creative. We build and test a social context model of creative idea recognition to show how decision-maker roles can shift creativity assessments. In an experimental study, we show that relative to non-decision-making roles, decision-making roles inculcate an economic mindset and so lead to downgrading otherwise creative ideas with cues of low social approval. A quasi-experimental study triangulates and extends this finding showing that organizational decision-making roles can habitually evoke an economic mindset that shapes creativity assessments. In both studies, decision-maker role, economic mindset, and social approval levels were unrelated to idea usefulness ratings. By integrating work on organizational roles, economic mindsets, and implicit theories of creative ideas, we provide a broadly applicable theoretical framework to describe how social context shapes creativity assessments. This work has important implications for the creativity and innovation literatures, and suggests a new interpretation of the longstanding puzzle of why organizations desire but often reject creative ideas.
Implicit theories of intelligence have been proposed to predict a large number of different outcomes in education. The belief that intelligence is malleable (growth mindset) is supposed to lead to ...better academic achievement and students' mindset is therefore a potential target for interventions. The present study used a large sample of university applicants (N=5653) taking a scholastic aptitude test to further examine the relationship between mindset and achievement in the academic domain. We found that results in the test were slightly negatively associated with growth mindset (r=−0.03). Mindset showed no relationship with the number of test administrations participants signed up for and it did not predict change in the test results. The results show that the strength of the association between academic achievement and mindset might be weaker than previously thought.
•We measured mindset of 5653 university applicants taking a scholastic aptitude test.•Growth mindset was not positively associated with results of the test.•Mindset did not predict change of the results for those who retook the test.•Mindset did not predict participation in a future administration of the test.•Mindset did not predict the total number of tests taken.
•This study explored the link of implicit theories in talent to career-related self-efficacy outcomes.•Growth mindset in talent was linked to increased career and talent development ...self-efficacy.•Fixed mindset in talent was associated with increased career and talent development self-efficacy.
Studies have shown that implicit theories of intelligence can shape many educational and work-related outcomes. Espousing a belief that intelligence can change over time has been found to be associated with achievement, adjustment, and well-being in various contexts. Nevertheless, little attention has been paid to the role of implicit theories in other abilities in youth’s career-related functioning. This study examines the associations of implicit theories of talent (i.e., entity and incremental beliefs about talent) with career exploration self-efficacy, and talent development self-efficacy, in a sample of 700 Filipino undergraduate students. Results of hierarchical regression analyses demonstrated that even after controlling for age, gender, academic engagement, and academic self-efficacy, both entity and incremental theories of talent were linked to increased career exploration and talent development self-efficacy. Findings indicate that whereas incremental theory was more strongly linked to career exploration self-efficacy, entity theory was more strongly related to talent development self-efficacy.
Although a crisis provides room for creativity, organizations often suffer from creativity deficits in such a situation. Indeed, threat-rigidity theory suggests that an employee-experienced crisis ...may hinder employee creativity. An interesting but unresolved question is thus, “When does an employee-experienced crisis stifle or stimulate creativity, and how?” Embedding our study in a person-in-situation creativity research stream, we introduce employee-experienced crisis, defined as the impact an employee experiences from crisis event(s) in a team, and examine its interaction with implicit theories (i.e., a fixed vs. a growth mindset) in employee creativity. We hypothesize that an employee-experienced crisis stifles employee creativity via increased job anxiety when the individual possesses a strong fixed mindset. In contrast, the same phenomenon stimulates creativity via enhanced creative process engagement when the individual has a strong growth mindset. In Study 1, we collected multisource, time-lagged field data from 506 employees working in 107 research and development (R&D) teams. The results supported our hypotheses. To further explore how the moderating effects of mindsets occur, we conducted Study 2, another multisource, time-lagged field study of 260 employees in 40 R&D teams. We found that the moderating effects of implicit theories are mediated by goal orientations (i.e., implicit theories are more distal moderators, and goal orientations are more proximal moderators). Overall, we provide an integrative account of when and how an employee-experienced crisis hinders or helps employee creativity.
Studies documenting and seeking to understand the mindset effect have yielded mixed and inconclusive findings. The present study sought to address the research question pertaining to the mindset ...effect on creative thinking and its underlying mechanism from the perspectives of social cognitive theory and mindset theory, which postulate a motivational mechanism underlying the mindset-creativity link. Specifically, this study aimed to examine the mediating role of creativity motivation in the effects of growth and fixed creative mindsets on creative thinking. A convenience sample of 948 college students from three universities in Hong Kong participated in the study. Creative mindset, creativity motivation, and creative thinking were assessed using the Chinese version of the Creative Mindset Scale, the Creativity Motivation Scale, and the Test for Creative Thinking-Drawing Production (TCT–DP), respectively. Lending support to the perspectives of social cognitive and mindset theories, the results of mediation analyses conducted using Preacher and Hayes’s bootstrapping approach indicated that creativity motivation had partial mediating effects on the positive and negative roles of growth and fixed mindsets, respectively, in creative thinking. Enriching the research on the motivation mechanism underlying the impacts of creative mindsets on creative thinking, the results further illustrated that creativity motivation has a stronger mediating effect on the impact of growth creative mindset on creative thinking than on that of fixed creative mindset. The possible theoretical and educational implications of the findings of this research are discussed.
In a previous work, the implicit theories about the teaching - learning of music shown by 40 choir directors were studied through quantitative analysis. In this study, the practice of two of those ...directors who respectively showed a traditional profile and a more complex one, is compared.
Firstly, we provide a description of the practice of the two conductors in terms of rehearsal structure, main typical activities and some of the learning dimensions that they promote comparing both quantitatively and qualitatively. Secondly, we look at the relationship between what each conductor actually does during the rehearsal and his implicit theories regarding learning music.
We analyzed the rehearsal practices of two amateur youth choir conductors. These conductors were selected in accordance with the teaching profiles they were shown to have from a previous research study. There was one traditional profile, focused on learning outcomes, and one profile focused on student learning and representation. Differences in practice were analyzed in terms of rehearsal structure, main typical activities and some of the learning dimensions that they promote. We also considered the relationship between the conceptions of the conductors and their practices, finding there was a strong relationship between theories and practices to identify two different ways of conducting the choirs.
Self-guided learning products such as online education and language learning apps are pervasive in today's consumer environment. We investigate how the congruence between one's implicit theory of ...personality and the type of feedback provided to consumers influences evaluations of these products. Relying on converging evidence from one quasi-field and two experimental studies using real-life self-directed consumer contexts, we find that consumers' product satisfaction can be enhanced by providing consumers with well-tailored feedback that aligns with their implicit theory of personality. Our work uniquely suggests that advancement (how much of the task is completed) and proficiency (how well the consumer has done) feedback are not uniformly appealing to all consumers, and that not all feedback leads to more favorable product evaluations for entity and incremental theorists. Our work advances the implicit theory and consumption progress feedback literature and makes substantive recommendations to marketers who increasingly rely on consumers to navigate the learning and consumption of their offerings.
People's beliefs about their ability to control their emotions predict a range of important psychological outcomes. It is not clear, however, whether these beliefs are playing a causal role, and if ...so, why this might be. In the current research, we tested whether avoidance-based emotion regulation explains the link between beliefs and psychological outcomes. In Study 1 (N = 112), a perceived lack of control over emotions predicted poorer psychological health outcomes (increased self-reported avoidance, lower well-being, and higher levels of clinical symptoms), and avoidance strategies indirectly explained these links between emotion beliefs and psychological health. In Study 2 (N = 101), we experimentally manipulated participants' emotion beliefs by leading participants to believe that they struggled (low regulatory self-efficacy) or did not struggle (high regulatory self-efficacy) with controlling their emotions. Participants in the low regulatory self-efficacy condition reported increased intentions to engage in avoidance strategies over the next month and were more likely to avoid seeking psychological help. When asked if they would participate in follow-up studies, these participants were also more likely to display avoidance-based emotion regulation. These findings provide initial evidence for the causal role of emotion beliefs in avoidance-based emotion regulation, and document their impact on psychological health-related outcomes.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Substantial research has found that ostracism is associated with aggression. However, little is known about mediating and moderating mechanisms underlying this relation. Drawing from the social ...control theory, sociometer model of self-esteem, and organism-environment interaction model, the present study examined a moderated mediation model that included ostracism (predictor variable), self-esteem (mediator), implicit theories of personality (moderator), and aggression (outcome variable) simultaneously. A total of 383 Chinese adolescents completed the Ostracism Experience Scale for Adolescents, Rosenberg Self-esteem Scale, Aggression Questionnaire, and Implicit Theories Scale. After controlling for adolescent gender, results revealed that ostracism was significantly and positively associated with adolescent aggression. Mediation analysis showed that self-esteem completely mediated the association between ostracism and aggression. Moreover, moderated mediation analysis further indicated that implicit theories of personality moderated the second part of the mediation process. Specifically, the path from self-esteem to aggression was significant for adolescents with entity theories, while for adolescents with incremental theories, the path became non-significant. These findings suggest that interventions that target adolescents' self-esteem and implicit theories of personality may be effective means to decrease aggression.
•Ostracism was negatively associated with adolescent self-esteem.•Self-esteem was negatively associated with adolescent aggression.•self-esteem completely mediated the association between ostracism and aggression.•implicit theories of personality moderated the association between self-esteem and aggression.
Implicit theories have important implications for students' achievement goals and academic achievement. The Writer(s)-within-community model by Graham (2018) postulates that motivational beliefs ...stored in the long-term memory, such as implicit theories and achievement goals, influence how one approaches a writing task. Notwithstanding, few empirical studies examined the relations among implicit theories, achievement goals, and writing performance. In this study, we sought to examine the structural relations among implicit theories, achievement goals, and writing performance of Portuguese students in grades 5 to 8 (Mage = 11.80, SD = 1.5). In addition, we aimed to test whether the relations among implicit theories, achievement goals, and writing performance varied across two text genres, and for girls and boys. Our results showed that more incremental theories in writing were associated with a greater pursuit of mastery goals as well as with higher text quality. Moreover, a greater endorsement of mastery goals was associated with higher text quality, whereas a greater adoption of performance-approach goals was linked to lower text quality. These relations remained stable for girls and boys and across narrative and opinion texts. Overall, these findings confirm the pivotal role of motivation-related variables in predicting students' writing performance.
•We examined structural relations among implicit theories, achievement goals, and writing performance of middle schoolers.•More incremental theories in writing were associated with a greater pursuit of mastery goals and higher text quality.•A greater adoption of mastery goals in writing was associated with higher text quality.•Conversely, a greater pursuit of performance-approach goals in writing was linked to lower text quality.•These relations remained stable across text genres, and for girls and boys.
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