Styles of creativity: Adaptors and innovators in a singapore context

被引:0
作者
Jessie Ee
Tan Oon Seng
Ng Aik Kwang
机构
[1] Nanyang Technological University,Psychological Studies Academic Group, National Institute of Education
[2] Nanyang Technological University,Psychological Studies Academic Group at the National Institute of Education
[3] Singapore Management University,undefined
来源
Asia Pacific Education Review | 2007年 / 8卷
关键词
creativity styles; adaptors; innovators; personality traits; goals; creativity; risk-taking;
D O I
暂无
中图分类号
学科分类号
摘要
Kirton (1976) described two creative styles, namely adaptors and innovators. Adaptors prefer to “do things better ” whilst, innovators prefer to “do things differently ”. This study explored the relationship between two creative styles (adaptor and innovator) and the Big Five personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience) and how they subscribe to creativity, risks and goal orientations. A total of 206 Polytechnic students from Singapore completed a self-report questionnaire, which consisted of the Kirton Adaptation-Innovation Inventory (Kirton, 1976), NEO-Five Factor Inventory (Saucier, 1994), Learning Goal Scale (Ng, 2003), What Kind of Person Are You Self-Report Inventory (Khatena & Torrance, 1976), Gough’s Creative Adjective Checklist, Risk Scenario, and Risk Taking Attitude Scale developed by Ng. It was found that adaptors were significantly more conscientious and subscribe to risk avoidance, ego approach and ego avoidance orientations than innovators, whilst, innovators were significantly more extraverted and open to experience and are likely to subscribe to creativity, risk taking and mastery goal orientations than adaptors. No significant differences were found between adaptors and innovators in agreeableness. The implications for the findings for the classroom teacher will also be discussed.
引用
收藏
页码:364 / 373
页数:9
相关论文
共 34 条
[1]  
Ames C.(1992)Classrooms: Goals, structures, and student motivation Journal of Educational Psychology 84 261-271
[2]  
Bagozzi R. P.(1995)Construct validity and generalisability of the Kirton adaption-innovation inventory European Journal of Personality 9 185- 206
[3]  
Foxall G. R.(1998)Understanding, measuring and enhancing individual creative problem-solving efforts Creativity Research Journal 11 123-150
[4]  
Brophy D. R.(1986)Motivational processes affecting learning American Psychologist 41 1040-1048
[5]  
Dweck C. S.(1996)Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis Journal of Personality and Social Psychology 70 461-475
[6]  
Elliot A. J.(1997)Creativity in conflict: The personality of the commercial creative The Journal of Genetic Psychology 58 67-79
[7]  
Harackiewicz J. M.(2002)Creative style, personality and artistic endeavour Genetic, Social and General Psychology Monographs 128 213-234
[8]  
Gelade G. A.(1987)Positive affect facilitates creative problem-solving Journal of Personality and Social Psychology 52 1122-1131
[9]  
Gelade G. A.(1976)Adaptors and innovators: A description and measure Journal of Applied Psychology 61 622- 629
[10]  
Isen A.(2003)Learning goals, creativity and personality Asia-Pacific Journal of Education 23 183-200