Creative Motivation and Self-Efficacy Moderate the Differences in Individual Creativity Performance in Interactive Situations.

Abstract read

In one paragraph

Article in Behavioral sciences (Basel, Switzerland), 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

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2 · The registry

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3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

The role of congruence: a response surface analysis of family-school alignment in predicting creative thinking.Frontiers in psychology · 2026
Article

4 · The record

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5 · Who and what money

Authors and funding

1 author.

Ching-Lin WuProgram of Learning Sciences, National Taiwan Normal University, Taipei 106308, Taiwan.ORCID 0000-0001-8211-0446

Funding

National Science and Technology Council, Taiwan 109-2628-H-003-005-MY2National Science and Technology Council, Taiwan 111-2628-H-003-003-MY3

6 · The paper itself

Abstract

The present study examined how creative intrinsic motivation (CIM), creative extrinsic motivation (CEM), and creative self-efficacy (CSE) moderate differences in individual creativity in one-on-one interactive situations. A total of 262 adults completed the Alternative Uses Task and Chinese Radical Remote Associates Test in single- and paired-player modes on an online interactive creativity task platform, followed by measures of CIM, CEM, and CSE. Participants were classified as relatively higher- versus lower-performing members within each dyad on the basis of their single-player performance. The results showed that CIM and CSE significantly moderated the fluency and originality advantages of higher divergent-thinking performers in the paired-player mode, whereas CEM did not significantly moderate performance. No significant moderating effects were found for CRRAT performance. These findings suggest that individual differences in creative motivation and creative self-efficacy are especially relevant when open-ended creative performance unfolds in interactive settings. They also imply that educators and facilitators seeking to improve collaborative creativity should attend to baseline creative ability, as well as learners' intrinsic motivation and confidence in their creative capabilities.

Indexed as

creative motivationcreative self-efficacydivergent thinkingonline creativity taskremote associates test

Identifiers

PMID42073875

DOI10.3390/bs16040512

PMCPMC13114172

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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.