The Journal of Creative Behavior is our quarterly academic journal citing the most current research in creative thinking. For nearly four decades JCB has been the benchmark scientific periodical in the field. It provides up to date cutting-edge ideas about creativity in education, psychology, business, arts and more.

The Journal of Creative Behavior is a quarterly academic journal that focuses on the latest research in creative thinking. For nearly four decades, the Journal of Creative Behavior has been the benchmark scientific periodical in this field. It offers cutting-edge ideas about creativity in education, psychology, business, arts, and more.

《Journal of Creative Behavior》是一本季度学术期刊，专注于最新的创造性思维研究。近四十年来，《Journal of Creative Behavior》一直是该领域的标杆科学期刊。它提供了关于教育、心理学、商业、艺术等领域创造力的最新前沿思想。

Journal of Creative Behavior

Abstract The present study examines effort in narrative creative writing (operationalized as time‐on‐task) using a new assessment approach, the storyboard task. Participants ( N = 125) completed alternate forms of the storyboard task in two sessions five weeks apart. They also completed measures of divergent thinking and self‐reported ideational behavior. Time‐on‐task, story length, and rated creativity scores were obtained for the participants’ stories. The storyboard task demonstrated good alternate form reliability and convergent validity with the criterion measures. Although time‐on‐task was strongly, positively associated with creativity scores, this relationship was confounded by the contribution of story length. Relationships amongst these variables were similar when creativity was rated by novice raters using a rubric or experienced raters using the consensual assessment technique. Additionally, story length and time‐on‐task were moderately correlated with the external criterion measures of creativity. Thus, the strong associations between rated creativity, story length, and time in creative writing raise important issues and avenues for future research, and results for the storyboard task suggest that it is a valuable assessment of narrative creative writing.

Christa L. Taylor

James C. Kaufman

Baptiste Barbot

The Journal of Creative Behavior

Measuring Creative Writing with the Storyboard Task: The Role of Effort and Story Length

Abstract This article describes an empirical refinement of the Runco Ideational Behavior Scale ( RIBS ). The RIBS seems to be associated with divergent thinking, and the potential for creative thinking, but it was possible that its validity could be improved. With this in mind, three new scales were developed and the unique benefit (or “incremental validity”) of each was assessed. The three validity scales contained (a) distractor items, (b) contraindicative items, or (c) items constituting a lie scale. Step‐wise analyses using the three validity scales indicated very little incremental validity: They were interpreted in the light of psychometric theory, which suggests that their contribution may have been on a behavioral rather than on a statistical level. One additional analysis explored the possibility that a short form could be constructed. The short form of the RIBS was highly correlated with the long form ( r = .94). Thus, most decisions made by the short form will be entirely compatible with decisions that would have been reached using the long form. A second significant result was that the RIBS was highly correlated with a check list of creative activities, supporting its concurrent validity.

Mark A. Runco

Jeffrey John Walczyk

Selcuk Acar

Ernest L. Cowger

Melissa Simundson

Sunny Tripp

The Incremental Validity of a Short Form of the Ideational Behavior Scale and Usefulness of Distractor, Contraindicative, and Lie Scales

ABSTRACT Teachers must be trained to recognize the creative student, and we now have some useful materials for this purpose. Four characteristics of intellectual creativity are universality, diversity, its nature as a process, and its dependence on large inputs of information. The creative person is as complex as the creative process, and often possesses contradictory or inconsistent traits. We can encourage creativity through subject‐matter instruction, but this requires that teachers be trained to recognize and develop creativity, and be innovative themselves. Teachers need freedom to experiment with the involved concepts of divergent thinking if these are to be developed more fully in school classrooms.

FRANK E. WILLIAMS

Intellectual Creativity and the Teacher

智力创造力与教师

Abstract Integrating the dynamic self‐regulatory framework with the motivational self‐regulation perspective, we theorize and test how and when creative self‐efficacy increases individual creativity at the within‐person level. Conceptualizing creative process engagement as a self‐regulation effort, we theorize that creative process engagement mediates the within‐person effect of creative self‐efficacy on individual creativity. We further explore how creative self‐efficacy and chronic regulatory focus interact to affect the within‐person mediating effect. A sample of 145 R&amp;D workers provided two monthly reports for their creative activities and experiences over 8 months. The findings provide empirical support for the hypothesized mediating mechanism. At the within‐person level, creative process engagement mediates the relationship between creative self‐efficacy and individual creativity. The results also show that chronic regulatory focus moderated the mediated relationship. Specifically, creative self‐efficacy is positively related to individual creativity for employees with a strong prevention focus and negatively related to individual creativity for employees with a strong promotion focus.

Ci‐Rong Li

Yanyu Yang

Chen‐Ju Lin

Ying Xu

Within‐person Relationship between Creative Self‐efficacy and Individual Creativity: The Mediator of Creative Process Engagement and the Moderator of Regulatory Focus

个体创造性自我效能感与个体创造力的同水平关系：创造性过程投入的中介作用与调节聚焦的调节作用

Scholars began serious study into the social psychology of creativity about 25 years after the field of creativity research had taken root. Over the past 35 years, examination of social and environmental influences on creativity has become increasingly vigorous, with broad implications for the psychology of human performance, and with applications to education, business, and beyond. In this article, we revisit the origins of the social psychology of creativity, trace its arc, and suggest directions for its future.

Teresa M. Amabile

Julianna Pillemer

Perspectives on the Social Psychology of Creativity

创造力的社会心理学透视

ABSTRACT As pedagogical training becomes more advanced and intensive, new methods of instruction that incorporate information technology are becoming increasingly important. The purpose of this article is to investigate how using the MuseScore scorewriter to teach solfeggio affects music students' ability to think creatively. The program designed for a quasi‐experimental study was implemented with two groups of students ( N = 87) at the Conservatory of Music, Ningbo University . One group used the MuseScore scorewriter to practice solfeggio during weekly music lessons, while the other group used written notation. A mixed within/between‐subject ANOVA test was used to examine students' mean pre‐and post‐test scores. The analysis revealed significant differences in total scores between the mean pre‐and post‐test scores. The experimental group significantly improved their creative thinking scores due to the intervention, whereas the control group showed only minor changes. More research is required to gain a fuller picture of music students' interactions with music technology and how they view its use in the classroom. Future research should expand on these findings by delving deeper into the reasons and motivations behind musicians' technology usage decisions, as well as the innovative ways in which they incorporate technology into their teaching methods.

Zhenhua Chang

Min Zhou

The Influence of <scp>MuseScore</scp> Software on Students' Creative Thinking in Music

《MuseScore软件对学生音乐创造性思维的影响》

ABSTRACT Recent research suggests that working with generative artificial intelligence (AI), such as ChatGPT, can produce more creative outcomes than humans alone. However, does AI retain its creative edge when humans have access to alternative information sources, such as another human or the internet. We explored this question in a between‐group experiment with 202 German participants across four conditions (human–human dyads, human–Internet, and two human–AI groups with basic or specific instructions) and four creativity tasks (two alternate uses tasks, a consequences task, and a problem‐solving task). Results showed that the human–human condition obtained higher creativity scores in the divergent thinking tasks than the remaining groups. No significant between‐group differences were observed in the problem‐solving task. Moreover, interacting in human dyads made people more creatively confident, an effect not observed in the other groups. In addition, we compared human‐rated outcomes with AI‐based automated scoring (Ocsai). Interestingly, notable discrepancies emerged between the AI assessment and the human‐judged results, raising concerns about AI's susceptibility to “elaboration bias.” These findings highlight the benefits of human collaboration for creativity and call for further studies about the reliability and potential biases of AI in evaluating creative performance.

Min Tang

Sebastian Hofreiter

Christian H. Werner

Aleksandra Zielińska

Maciej Karwowski

“Who” Is the Best Creative Thinking Partner? An Experimental Investigation of Human–Human, Human–Internet, and Human–<scp>AI</scp> Co‐Creation

“谁”是最佳创意思考伙伴？一项关于人-人、人-互联网和人-<scp>AI</scp>协同创造的实验研究

ABSTRACT This study synthesizes quantitative research on the relationship between creativity and bilingualism. Extant literature underlines the role of developmental, cognitive, and socio‐cultural factors to explain the nature of the relationship between creativity and bilingualism. While decades of research frequently indicate a positive link, contrary or mixed evidence has also been documented, necessitating a comprehensive analysis of existing quantitative data to understand the direction and strength of this relationship. Additionally, identifying factors contributing to inconsistent outcomes is crucial. Thus, we estimated the mean effects and examined various potential sources of variation, including study and participant characteristics, as well as measurement and bilingualism‐related factors, to shed light into the heterogeneity. Addressing these objectives, we analyzed 312 effect sizes from 39 studies ( N = 4,917) and found a mean effect size of Pearson r = .181, 95% CI [.096, .263]. This finding shows that bilinguals are overall more creative than monolinguals. Furthermore, a significant difference was observed in the mean effects between test modality categories, with studies using numerical modality reporting significantly larger effect sizes compared to those using action/movement modality. We discuss the findings with research and practical implications.

Bhoj Balayar

Hatice Nur Ozcelik

Anatoliy V. Kharkhurin

Are Bilinguals More Creative Than Monolinguals? A Meta‐Analysis

双语者比单语者更具创造力吗？一项元分析

ABSTRACT Understanding the impacts of digital media such as video games is critical for scholarship during the digital transformation. While the literature on the effects of video games continues to grow, there is little work on positive effects, including creativity, either as an outcome from or process within games. Video games are a media type that often requires creative problem‐solving and multiple idea generation. Importantly, adequately theorizing, measuring, and assessing creativity as both an action within video games and a possible outcome of engaging with video games necessitates a detailed understanding of what video games are. Here we propose and outline a taxonomy of the various components within video games that could impact different aspects of creativity interventions and creative processes. We then break down those components, including genre, graphics, mechanics, instructions, incentive systems, and multiplayer functionality. We apply this taxonomy briefly in several games, and Minecraft and Baldur's Gate 3 are used in more depth to show how researchers can apply our proposed framework. Knowing which video game components affect which creativity outcomes can clarify our understanding of creativity and the creative process in a digital world, and identify how gameplay itself can be a creative artifact.

Darian Stapleton

Thalia R. Goldstein

Not All Games Play the Same: Specifying How Components of Video Games May be Associated With Creativity

并非所有游戏都相同：明确电子游戏组成部分与创造力之间的关联

ABSTRACT This article examines theories which suggest that authentic learning requires creativity. The connection between creativity and learning has been recognized for quite some time. Several of the theories examined herein are decades old. The older theories include Piaget's and Dewey's, and less obviously the humanistic theory of self‐actualization. It is quite useful to take these perspectives, though older, into account. The idea of authentic learning has evolved, however, as is evidenced by newer theories. One of these is the theory of personal creativity. This theory is interpreted in the context of the previous perspectives on learning and creativity. Newer evidence from the neurosciences is also cited because it confirms that learning is more than memory and that the brain uses special operations when original ideas are constructed. Implications of the idea that creativity and learning are related are explored. These include suggestions for educators and the classroom. Several surprising implications for our understanding of AI are also explored. Most important is probably the conclusion that an appreciation of what exactly makes up authentic learning goes a long way towards distinguishing the artificial creativity of AI from the creativity of humans. It is the latter which should guide educational decisions.

Abbreviation	Journal of Creative Behavior
Journal Impact	2.96
Quartiles(Global)	PSYCHOLOGY, EDUCATIONAL(Q2)

ISSN	0022-0175, 2162-6057
h-index	71

Publication Information	Publisher: John Wiley & Sons Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1967，Proportion of original research papers: 100.00%，Self Citation Rate:7.10%， Gold OA Rate: 32.79%

Journal of Creative Behavior

Journal Citation Format

A journal article with 1 author

A journal article with 2 authors

A journal article with 3 authors

A journal article with 5 or more authors

Books Citation Format

Thesis Citation Format

Web sites Citation Format

Patent Citation Format

Staying up late manually editing references? ivySCI automatically matches journals and helps you generate references with a single click.

Share Submission Experience