Evidence map›Paper›PMID 40564590›Full record

ArticleBehavioral sciences (Basel, Switzerland)2025

Exploring the Interplay Between Creative Self-Efficacy, Mindset, and Creativity in Response to Negative Feedback.

Mengrong Liu, Yilai Pei, Weiguo Pang

Abstract read
In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Mengrong LiuSchool of Education, Zhejiang International Studies University, 299 Liuhe Road, Hangzhou 310023, China.ORCID 0000-0002-1701-0040
Yilai PeiChina Institute of Education and Social Development, Beijing Normal University, 19 Xinjiekouwai Street, Beijing 100875, China.ORCID 0000-0002-2726-7130
Weiguo PangThe School of Psychology and Cognitive Science, East China Normal University, 3663 North Zhongshan Road, Shanghai 200062, China.ORCID 0000-0001-6702-8030

Funding

Humanities and Social Science Fund of Ministry of Education of China 23YJCZH133
6 · The paper itself

Abstract

Negative feedback is both common and important in the creative process. However, research has shown inconsistent effects of negative feedback on creativity, and individual characteristics may moderate the impact of negative feedback on creative performance. This study explores how creative self-efficacy and a creative developmental mindset interact to influence creative performance in response to negative feedback. One hundred and twenty-two university students were recruited to complete the Creative Self-Efficacy Scale and the Creative Mindset Scale. They also participated in two Alternative Uses Tasks and one Realistic Presented Problem, both before and after receiving pseudo negative feedback. The results indicated that individuals with high creative self-efficacy and a low developmental mindset generated more Realistic Presented Problem solutions after negative feedback, while those with high creative self-efficacy and a high developmental mindset generated more original Realistic Presented Problem solutions. These findings are discussed in relation to the self-enhancement and self-improvement motivations. Based on our results, the role of creative self-efficacy and a developmental mindset should be considered when delivering negative feedback. Our research also highlights ways to foster creativity in educational and workplace settings.

Indexed as

creative mindsetscreative self-efficacycreativitynegative feedback

Identifiers

PMID40564590
PMCPMC12189137

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.