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Within-Person Relationships Between Mood and Creativity

机译：情绪与创造力之间的人际关系

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摘要

State mood has been proposed as a facilitator of creative behavior. Whereas positive mood compared to neutral mood generally facilitates creative performance, mood effects are weaker and less consistent when positive mood is compared to negative mood. These inconsistent results may be due to focusing only on mood valence, while neglecting or confounding mood activation. The current study is based on the dual-pathway model, which describes separate roles for mood valence and mood activation in facilitating creativity. We used experience sampling methodology to investigate the concurrent and lagged effects of mood valence and activation on creative process engagement (CPE) within-person over time among individuals working on a long-term project requiring creativity. We also investigated the moderating effects of individual differences in goal orientation and supervisory support on within-person mood-creativity relationships. As expected, we found that activating positive and activating negative moods were positively associated with concurrent CPE, whereas deactivating moods of both valences were negatively related to CPE. Activating negative mood had a significant lagged effect on CPE, whereas activating positive mood did not. We also found that activating positive mood was more strongly related to concurrent CPE among individuals with high rather than low learning goal orientation. Further, activating positive mood interacted with prove goal orientation and supervisory support for creativity, such that activating positive mood had the strongest association with CPE when both prove goal orientation and supervisory support were high.
机译：已经提出了状态情绪作为创造性行为的促进者。相比于中性情绪，积极的情绪通常会促进创造力的表现，而将积极的情绪与消极的情绪相比，情绪的影响则较弱且一致性较低。这些不一致的结果可能是由于仅关注情绪价而忽略或混淆了情绪激活。当前的研究基于双路径模型，该模型描述了情绪价和情绪激活在促进创造力中的独立作用。我们使用经验抽样方法来调查长期从事需要创造力的项目的个人中，情绪价和激活对人内创意过程参与（CPE）的同时和滞后影响。我们还研究了目标取向和监督支持方面的个体差异对人内情绪-创造力关系的调节作用。不出所料，我们发现积极情绪和消极情绪与并发CPE正相关，而两种价态的消极情绪与CPE负相关。激活负面情绪对CPE有明显的滞后作用，而激活正面情绪却没有。我们还发现，在具有较高学习目标定向而不是较低学习定向的个体中，激活积极情绪与并发CPE密切相关。此外，激活积极情绪与证明目标取向和对创造力的监督支持相互作用，因此，当证明目标取向和监督支持都很高时，激活积极情绪与CPE的联系最强。

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