Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-26T21:30:26.540Z Has data issue: false hasContentIssue false

Part V - Emotions and Creativity at School and Work

Published online by Cambridge University Press:  16 February 2023

Edited by
Zorana Ivcevic ,
Jessica D. Hoffmann  and
James C. Kaufman
Zorana Ivcevic
Affiliation:
Yale University, Connecticut
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Creativity and Emotions , pp. 459 - 640
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

References

Anderson, R. C. (2015). The makers: Creativity and entrepreneurial spirit. In Zhao, Y. (Ed.), Counting What Counts: Reframing Education Outcomes (pp. 93–112). Solution Tree Press.Google Scholar
Anderson, R. C. (2019). Becoming Creative Agents: Trajectories of Creative Development during the Turbulence of Early Adolescence. Doctoral dissertation. University of Oregon. University of Oregon Scholar’s Bank. https://scholarsbank.uoregon.edu/xmlui/handle/1794/24881Google Scholar
Anderson, R. C., Bousselot, T., Katz-Buoincontro, J., & Todd, J. (2021). Generating buoyancy in a sea of uncertainty: Teachers creativity and well-being during the COVID-19 pandemic. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.614774CrossRefGoogle Scholar
Anderson, R. C., & Haney, M. (2021). Reflection in the creative process of early adolescents: The mediating roles of creative metacognition, self-efficacy, and self-concept. Psychology of Aesthetics, Creativity, and the Arts, 15(4), 612–626. https://doi.org/10.1037/aca0000324CrossRefGoogle Scholar
Anderson, R. C., Haney, M., Pitts, C., Porter, L., & Bousselot, T. (2020). “Mistakes can be beautiful”: Creative engagement in arts integration for early adolescent learners. Journal of Creative Behavior, 54(3), 662–675.Google Scholar
Anderson, R. C., Irvin, S., Bousselot, T., Beard, N., & Beach, P. (2022). Grasping the uncertainty of scientific phenomena: A creative, agentic, and multimodal model of sensemaking. In Beghetto, R. and Jaeger, G. (Eds.), Uncertainty: A Catalyst for Creativity, Learning, and Development. Springer.Google Scholar
Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., et al. (2022). How am I a creative teacher? Foundational beliefs, values, and affect for integrating creativity in the classroom. Teaching and Teacher Education, 110, 103583. https://doi.org/10.1016/j.tate.2021.103583Google Scholar
Anderson, R. C., Katz-Buonincontro, J., Livie, M., et al. (2022). Reinvigorating the desire to teach: Teacher professional development for creativity, agency, stress, and well-being. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2022.848005/fullCrossRefGoogle Scholar
Bardi, A., Guerra, V. M., & Ramdeny, G. S. D. (2009). Openness and ambiguity intolerance: Their differential relations to well-being in the context of an academic life transition. Personality and Individual Differences, 47(3), 219–223. https://doi.org/10.1016/j.paid.2009.03.003Google Scholar
Beghetto, R. A. (2019). Structured uncertainty: How creativity thrives under constraints and uncertainty. In Mullen, C. A. (Ed.), Creativity under Duress in Education? (pp. 27–40). Springer.Google Scholar
Beghetto, R. A., & Dilley, A. E. (2017). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development (151), 79–89. https://doi.org/10.1002/cadGoogle Scholar
Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In Karwowski, M. & Kaufman, J. C. (Eds.), The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 3–22). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00001-7Google Scholar
Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2021). Intellectual risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 637–644. https://doi.org/10.1037/aca0000323CrossRefGoogle Scholar
Bentwich, M. E., & Gilbey, P. (2017). More than visual literacy: Art and the enhancement of tolerance for ambiguity and empathy. BMC Medical Education, 17(1), 1–9. https://doi.org/10.1186/s12909-017-1028-7Google Scholar
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25–56. https://doi.org/10.1016/j.edurev.2017.10.003CrossRefGoogle Scholar
Birrell, J., Meares, K., Wilkinson, A., & Freeston, M. (2011). Toward a definition of intolerance of uncertainty: A review of factor analytical studies of the Intolerance of Uncertainty Scale. Clinical Psychology Review, 31(7), 1198–1208. https://doi.org/10.1016/j.cpr.2011.07.009CrossRefGoogle Scholar
Bracket, M. (2019). Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. Celadon Books.Google Scholar
Bride, B. E., Robinson, M. R., Yegidis, B., & Figley, C. R. (2004). Development and validation of the Secondary Traumatic Stress Scale. Research on Social Work Practice, 14(7), 27–35.CrossRefGoogle Scholar
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta- analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655–701.Google Scholar
Chirumbolo, A., Livi, S., Mannetti, L., Pierro, A., & Kruglanski, A. W. (2004). Effects of need for closure on creativity in small group interactions. European Journal of Personality, 18(4), 265–278. https://doi.org/10.1002/per.51Google Scholar
Clore, G., Gasper, K., & Garvin, E. (2001). Affect as information. In Forgas, J. P., (Ed.), Handbook of Affect and Social Cognition (pp. 121–144). Erlbaum.Google Scholar
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.Google Scholar
Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life: Toward a theory of emergent motivation. In Jacobs, J. (Ed.), Current Theory and Research in Motivation: Nebraska Symposium on Motivation 1992: Developmental Perspectives on Motivation (vol. 40, pp. 57–97). University of Nebraska Press.Google Scholar
Dahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of investing in adolescence from a developmental science perspective. Nature, 554(7693), 441–450.CrossRefGoogle ScholarPubMed
Daker, R. J., Cortes, R. A., Lyons, I. M., & Green, A. E. (2020). Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts. Journal of Experimental Psychology: General, 149(1), 42–57. https://doi.org/10.1037/xge0000630Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739–756. https://doi.org/10.1037/0022-3514.94.5.739Google Scholar
Estabrooks, L. B., & Couch, S. R. (2018). Failure as an active agent in the development of creative and inventive mindsets. Thinking Skills and Creativity, 30, 103–115. https://doi.org/10.1016/j.tsc.2018.02.015Google Scholar
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative Cognition: Theory, Research, and Applications. MIT Press.Google Scholar
Fried, L., & Chapman, E. (2012). An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom. Australian Educational Researcher, 39(3), 295–311. https://doi.org/http://dx.doi.org/10.1007/s13384-011-0049-1Google Scholar
Furnham, A., & Marks, J. (2013). Tolerance for ambiguity: A review of the literature. Psychology, 4(9), 717–728. https://doi.org/10.1080/10848770.2018.1437991Google Scholar
Hennessey, B. A., & Amabile, T. M. (1987). Creativity and Learning: What Research Says to the Teacher. National Education Association.Google Scholar
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61(1), 569–598. https://doi.org/10.1146/annurev.psych.093008.100416Google Scholar
Hirsh, J. B., Mar, R. A., & Peterson, J. B. (2012). Psychological entropy: A framework for understanding uncertainty-related anxiety. Psychological Review, 119(2), 304–320. https://doi.org/10.1037/a0026767Google Scholar
Housen, A. C. (2001). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18(1), 99–132.Google Scholar
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 29–36. https://doi.org/10.1016/j.jrp.2014.06.005CrossRefGoogle Scholar
Ivcevic, Z., & Hoffman, J. (2021). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. Journal of Creative Behavior (early view). https://doi.org/10.1002/jocb.527CrossRefGoogle Scholar
Jacovidis, J. Anderson, R., Beach, P., & Chadwick, K. (2020). Growth Mindset Thinking and Beliefs in Teaching and Learning. International Baccalaureate.Google Scholar
Karwowski, M. (2021). Creative mindsets. In Glăveanu, V. P. (Ed.), The Palgrave Encyclopedia of the Possible (pp. 1–6). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-98390-5_58-1Google Scholar
Karwowski, M., & Anderson, R. C. (2021). Goal orientations. In Glăveanu, V. P. (Ed.), The Palgrave Encyclopedia of the Possible (pp. 1–6). Palgrave Macmillan. https://doi.org/10.1177/0013164405282473Google Scholar
Karwowski, M., & Beghetto, R. A. (2018). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. https://doi.org/10.1037/aca0000190CrossRefGoogle Scholar
Kettler, T., Lamb, K. N., Willerson, A., & Mullet, D. R. (2018). Teachers’ perceptions of creativity in the classroom. Creativity Research Journal, 30(2), 164–171. https://doi.org/10.1080/10400419.2018.1446503Google Scholar
Kochhar, A. (2016). The Failure Project. Body & Soul Books.Google Scholar
Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. Journal of Social Psychology, 139(3), 355–368. https://doi.org/10.1080/00224549909598391Google Scholar
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge Handbook of Creativity (pp. 20–47). Cambridge University Press.Google Scholar
Kruglanski, A. W. (2013). Lay Epistemics and Human Knowledge: Cognitive and Motivational Bases. Springer Science & Business Media.Google Scholar
Lubart, T. I. (2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13(3-4), 295–308.CrossRefGoogle Scholar
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal for Talent Development and Creativity, 1(2), 41–50.Google Scholar
Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PLoS ONE, 7(10). https://doi.org/10.1371/journal.pone.0048076Google Scholar
Martinez, S. L., & Stager, G. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press.Google Scholar
Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. The Counseling Psychologist, 38(7), 1001–1043.CrossRefGoogle ScholarPubMed
Park, D., Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20(2), 103–111. https://doi.org/10.1037/xap0000013Google ScholarPubMed
Parke, M. R., Seo, M.-G., & Sherf, E. N. (2015). Regulating and facilitating: The role of emotional intelligence in maintaining and using positive affect for creativity. Journal of Applied Psychology, 100(3), 917–934. https://doi.org/10.1037/a0038452CrossRefGoogle ScholarPubMed
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 83–96.Google Scholar
Posner, J., Russell, J., & Peterson, B. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Developmental Psychopathology, 17(3), 715–734.Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092Google Scholar
Russell, J. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161–1178.CrossRefGoogle Scholar
Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation (2nd ed.). Oxford University Press.Google Scholar
Schneider, B., Krajcik, J., Lavonen, J., et al. (2016). Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400–421. https://doi.org/10.1002/tea.21306Google Scholar
Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158–176. https://doi.org/10.1521/scpq.18.2.158.21860CrossRefGoogle Scholar
Yenawine, P. (2013). Visual Thinking Strategies: Using Art to Deepen Learning across School Disciplines. Harvard University Press.Google Scholar
Zenasni, F., Besançon, M., & Lubart, T. (2008). Creativity and tolerance of ambiguity: An empirical study. Journal of Creative Behavior, 42(1), 61–72.Google Scholar

References

Alves‐Oliveira, P., Arriaga, P., Xavier, C., Hoffman, G., & Paiva, A. (2021). Creativity landscapes: Systematic review spanning 70 years of creativity interventions for children. The Journal of Creative Behavior. Advance online publication. https://doi.org/10.1002/jocb.514Google Scholar
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122.CrossRefGoogle Scholar
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.Google Scholar
Barbot, B., & Said‐Metwaly, S. (2021). Is there really a creativity crisis? A critical review and meta‐analytic re‐appraisal. The Journal of Creative Behavior, 55(3), 696–709. https://doi.org/10.1002/jocb.483CrossRefGoogle Scholar
Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18(4), 447–457. https://doi.org/10.1207/s15326934crj1804_4Google Scholar
Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and Psychology, 15(1), 6–23. https://doi.org/10.1891/1945-8959.15.1.6Google Scholar
Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents? New Directions for Child and Adolescent Development, 2016(151), 85–95. https://doi.org/10.1002/cad.20150Google Scholar
Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In Karwowski, M. & Kaufman, J. C. (Eds.), The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 3–22). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00001-7Google Scholar
Boekhorst, J. A., Halinski, M., & Good, J. R. L. (2021). Fun, friends, and creativity: A social capital perspective. The Journal of Creative Behavior, 55(4), 970–983. https://doi.org/10.1002/jocb.502Google Scholar
Bonetto, E., Pichot, N., Girandola, F., & Bonnardel, N. (2021). The normative features of creativity: Creative individuals are judged to be warmer and more competent. The Journal of Creative Behavior, 55(3), 649–660. https://doi.org/10.1002/jocb.477Google Scholar
Byrne, D., Griffitt, W., & Stefaniak, D. (1967). Attraction and similarity of personality characteristics. Journal of Personality and Social Psychology, 5, 82–90. https://doi.org/10.1037/h0021198Google Scholar
Cattani, G., & Ferriani, S. (2008). A core/periphery perspective on individual creative performance: Social networks and cinematic achievements in the Hollywood film industry. Organization Science, 19, 824–844. https://doi.org/10.1287/orsc.1070.0350Google Scholar
Chen, M.-H., & Agrawal, S. (2017). Do communication barriers in student teams impede creative behavior in the long run? – A time-lagged perspective. Thinking Skills and Creativity, 26, 154–167. https://doi.org/10.1016/j.tsc.2017.10.008Google Scholar
Chi, N., Liao, H., & Chien, W. (2021). Having a creative day: A daily diary study of the interplay between daily activating moods and physical work environment on daily creativity. The Journal of Creative Behavior, 55(3), 752–768. https://doi.org/10.1002/jocb.488Google Scholar
Cialdini, R., Borden, B., Avril, R. J., , T., et al. (1976). Basking in reflected glory: Three (football) field studies. Journal of Personality and Social Psychology, 34(3), 366–375. https://doi.org/10.1037/0022-3514.34.3.366Google Scholar
Clegg, H., Nettle, D., & Miell, D. (2008). A test of Miller’s aesthetic fitness hypothesis. Journal of Evolutionary Psychology, 6(2), 101–115. https://doi.org/10.1556/JEP.2008.1009Google Scholar
Conner, T. S., & Silvia, P. J. (2015). Creative days: A daily diary study of emotion, personality, and everyday creativity. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 463.Google Scholar
Dawson, V. L. (1997). In search of the wild bohemian: Challenges in the identification of the creatively gifted. Roeper Review, 19(3), 148–152.Google Scholar
Diedrich, J., Jauk, E., Silvia, P. J., et al. (2018). Assessment of real-life creativity: The Inventory of Creative Activities and Achievements (ICAA). Psychology of Aesthetics, Creativity, and the Arts, 12(3), 304–316. https://doi.org/10.1037/aca0000137Google Scholar
Driebe, J. C., Sidari, M. J., Dufner, M., et al. (2021). Intelligence can be detected but is not found attractive in videos and live interactions. Evolution and Human Behavior, 42(6), 507–516. https://doi.org/10.1016/j.evolhumbehav.2021.05.002Google Scholar
Dweck, C. S., & Yeager, D. S. (2019). Mindsets: A view from two eras. Perspectives on Psychological Science, 14(3), 481–496. https://doi.org/10.1177/1745691618804166Google Scholar
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5Google Scholar
Feist, G. J., & Barron, F. X. (2003). Predicting creativity from early to late adulthood: Intellect, potential, and personality. Journal of Research in Personality, 37(2), 62–88. https://doi.org/10.1016/S0092-6566(02)00536-6Google Scholar
Gajda, A., Beghetto, R. A., & Karwowski, M. (2017). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250–267, https://doi.org/10.1016/j.tsc.2017.04.002Google Scholar
Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299. https://doi.org/10.1037/edu0000133Google Scholar
Gerwig, A., Miroshnik, K., Forthmann, B., et al. (2021). The relationship between intelligence and divergent thinking: a meta-analytic update. Journal of Intelligence, 9, 23. https://doi.org/10.3390/jintelligence9020023CrossRefGoogle ScholarPubMed
Glăveanu, V. P., & Beghetto, R. A. (2021). Creative experience: A non-standard definition of creativity. Creativity Research Journal, 33(2), 75–80. https://doi.org/10.1080/10400419.2020.1827606Google Scholar
Gralewski, J., & Karwowski, M. (2013). Polite girls and creative boys? Students’ gender moderates accuracy of teachers’ ratings of creativity. The Journal of Creative Behavior, 47(4), 290–304. https://doi.org/10.1002/jocb.36Google Scholar
Haase, J., Hoff, E. V., Hanel, P. H. P., & Innes-Ker, Å. (2018). A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1–16. https://doi.org/10.1080/10400419.2018.1411436Google Scholar
Hass, R. W., Katz-Buonincontro, J., & Reiter-Palmon, R. (2019). The creative self and creative thinking: An exploration of predictive effects using Bayes factor analyses. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 375–387. https://doi.org/10.1037/aca0000169Google Scholar
Hopp, M. D. S., Zhang, Z. S., Hinch, L., O’Reilly, C., & Ziegler, A. (2019). Creative, thus connected: The power of sociometric creativity on friendship formation in gifted adolescents – a longitudinal network analysis of gifted students. New Directions for Child and Adolescent Development, 2019(168), 47–73. https://doi.org/10.1002/cad.20324Google Scholar
Ilha Villanova, A. L., & Pina e Cunha, M. (2021). Everyday creativity: A systematic literature review. The Journal of Creative Behavior, 55(3), 673–695. https://doi.org/10.1002/jocb.481Google Scholar
Ivcevic, Z. (2007), Artistic and everyday creativity: An act-frequency approach. The Journal of Creative Behavior, 41, 271-290. https://doi.org/10.1002/j.2162-6057.2007.tb01074.xCrossRefGoogle Scholar
Ivcevic, Z., & Hoffmann, J. (2019). Emotions and creativity: From process to person and product. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge Handbook of Creativity (2nd ed., pp. 273–295). Cambridge University Press. https://doi.org/10.1017/9781316979839.015Google Scholar
Ivcevic, Z., & Hoffmann, J. D. (2021). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. The Journal of Creative Behavior. https://doi.org/10.1002/jocb.527Google Scholar
Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21(2–3), 152–165. https://doi.org/10.1080/10400410902855259Google Scholar
Izard, C. E. (1960). Personality similarity and friendship. Journal of Abnormal and Social Psychology, 61, 47–51. https://doi.org/10.1037/h0042147Google Scholar
Jankowska, D. M., & Karwowski, M. (2015). Measuring creative imagery abilities. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.01591Google Scholar
Kao, G., & Jouyner, K. (2004). Do race and ethnicity matter among friends? Activities among interracial, interethnic, and intraethnic adolescent friends. The Sociological Quarterly, 45, 557–573. https://doi.org/10.1111/j.1533-8525.2004.tb02303.xGoogle Scholar
Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8(1), 62–70. https://doi.org/10.1037/a0034898Google Scholar
Karwowski, M. (2015). Peer effect on students’ creative self-concept. The Journal of Creative Behavior, 49(3), 211–225, https://doi.org/10.1002/jocb.102Google Scholar
Karwowski, M. (2019). Classroom creative climate: From a static to a dynamic perspective. In Lebuda, I. & Glăveanu, V. P. (Eds.), The Palgrave Handbook of Social Creativity Research (pp. 487–499). Springer International. https://doi.org/10.1007/978-3-319-95498-1_30Google Scholar
Karwowski, M. (2022). School does not kill creativity. European Psychologist, 27(3), 263–275. https://doi.org/10.1027/1016-9040/a000449Google Scholar
Karwowski, M., & Beghetto, R. A. (2019). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. https://doi.org/10.1037/aca0000190CrossRefGoogle Scholar
Karwowski, M., Dul, J., Gralewski, J., et al. (2016). Is creativity without intelligence possible? A necessary condition analysis. Intelligence, 57, 105–117. https://doi.org/10.1016/j.intell.2016.04.006Google Scholar
Karwowski, M., Gralewski, J., & Szumski, G. (2015). Teachers’ effect on students’ creative self-beliefs is moderated by students’ gender. Learning and Individual Differences, 44, 1–8. https://doi.org/10.1016/j.lindif.2015.10.001Google Scholar
Karwowski, M., & Lebuda, I. (2016). The big five, the huge two, and creative self-beliefs: A meta-analysis. Psychology of Aesthetics, Creativity, and the Arts, 10(2), 214–232. https://doi.org/10.1037/aca0000035Google Scholar
Karwowski, M., Lebuda, I., & Beghetto, R. A. (2019). Creative self-beliefs. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge Handbook of Creativity (pp. 396–417). Cambridge University Press. https://doi.org/10.1017/9781316979839.021CrossRefGoogle Scholar
Karwowski, M., Lebuda, I., & Wiśniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The International Journal of Creativity & Problem Solving, 28, 45–57.Google Scholar
Karwowski, M., Royston, R. P., & Reiter-Palmon, R. (2019). Exploring creative mindsets: Variable and person-centered approaches. Psychology of Aesthetics, Creativity, and the Arts, 13(1), 36–48. https://doi.org/10.1037/aca0000170Google Scholar
Karwowski, M., & Wiśniewska, E. (2021). Creativity in adulthood. In Russ, S. W., Hoffmann, J. D., & Kaufman, J. C. (Eds.), The Cambridge Handbook of Lifespan Development of Creativity (pp. 206–232). Cambridge University Press. https://doi.org/10.1017/9781108755726.013Google Scholar
Karwowski, M., Zielińska, A., Jankowska, D. M., et al. (2021). Creative lockdown? A daily diary study of creative activity during pandemics. Frontiers in Psychology, 12, 23, https://doi.org/10.3389/fpsyg.2021.600076Google Scholar
Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. https://doi.org/10.1037/a0029751Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C model of creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688Google Scholar
Kaufman, J. C., Bromley, M. L., & Cole, J. C. (2007). Insane, poetic, lovable: Creativity and endorsement of the “mad genius” stereotype. Imagination, Cognition and Personality, 26, 149–161. https://doi.org/10.2190/J207-3U30-R401–446JGoogle Scholar
Kéri, S. (2011). Solitary minds and social capital: Latent inhibition, general intellectual functions and social network size predict creative achievements. Psychology of Aesthetics, Creativity, and the Arts, 5, 215–221. https://doi.org/10.1037/a0022000Google Scholar
Kettler, T., Lamb, K. N., Willerson, A., & Mullet, D. R. (2018). Teachers’ perceptions of creativity in the classroom. Creativity Research Journal, 30(2), 164–171. https://doi.org/10.1080/10400419.2018.1446503Google Scholar
Kharkhurin, A. V. (2014). Creativity.4in1: Four-criterion construct of creativity. Creativity Research Journal, 26(3), 338–352. https://doi.org/10.1080/10400419.2014.929424Google Scholar
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of Creative Thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805Google Scholar
Lau, S., & Li, W.-L. (1996). Peer status and perceived creativity: Are popular children viewed by peer and teachers as creative? Creativity Research Journal, 9, 295–306. https://doi.org/10.1207/s15326934crj0904Google Scholar
Lebuda, I., Zielińska, A., & Karwowski, M. (2021). On surface and core predictors of real-life creativity. Thinking Skills and Creativity, 42, 100973. https://doi.org/10.1016/j.tsc.2021.100973Google Scholar
Li, N. P., & Kenrick, D. T. (2006). Sex similarities and differences in preferences for short-term mates: What, whether, and why. Journal of Personality and Social Psychology, 90(3), 468–489. https://doi.org/10.1037/0022-3514.90.3.468Google Scholar
Liang, Q., Niu, W., Cheng, L., & Qin, K. (2021). Creativity outside school: The influence of family background, perceived parenting, and after‐school activity on creativity. The Journal of Creative Behavior. https://doi.org/10.1002/jocb.521Google Scholar
Marsh, H. W. (1987). The Big-Fish-Little-Pond Effect on academic self-concept. Journal of Educational Psychology, 79(3), 280–295. https://doi.org/10.1037/0022-0663.79.3.280Google Scholar
Marsh, H. W., & Hau, K.-T. (2003). Big-Fish-Little-Pond Effect on academic self-concept: A cross-cultural (26-country) test of the negative effects of academically selective schools. American Psychologist, 58(5), 364–376. https://doi.org/10.1037/0003-066X.58.5.364Google Scholar
Marsh, H. W., Pekrun, R., Murayama, K., et al. (2018). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology, 54(2), 263–280., https://doi.org/10.1037/dev0000393Google Scholar
Marsh, H. W., Pekrun, R., Parker, P. D., et al. (2019). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331–353. https://doi.org/10.1037/edu0000281Google Scholar
McKay, A. S., Grygiel, P., & Karwowski, M. (2017). Connected to create: A social network analysis of friendship ties and creativity. Psychology of Aesthetics, Creativity, and the Arts, 11(3), 284–294. https://doi.org/10.1037/aca0000117Google Scholar
McKay, A. S., Karwowski, M., & Kaufman, J. C. (2017). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 11(2), 216–230. https://doi.org/10.1037/aca0000074Google Scholar
McPherson, M., Smith-Lovin, L., & Cook, J. M. (2001). Birds of a feather: Homophily in social networks. Annual Review of Sociology, 27, 415–444. https://doi.org/10.1146/annurev.soc.27.1.415CrossRefGoogle Scholar
Michael, L. A. H., Hou, S.-T., & Fan, H.-L. (2011). Creative self-efficacy and innovative behavior in a service setting: Optimism as a moderator. The Journal of Creative Behavior, 45(4), 258–272. https://doi.org/10.1002/j.2162-6057.2011.tb01430.xGoogle Scholar
Möller, J., & Marsh, H. W. (2013). Dimensional comparison theory. Psychological Review, 120(3), 544–560. https://doi.org/10.1037/a0032459Google Scholar
Mueller, J. S., Melwani, S., & Goncalo, J. A. (2012). The bias against creativity: Why people desire but reject creative ideas. Psychological Science, 23, 13–17. https://doi.org/10.1177/0956797611421018Google Scholar
Murdock, M. C., & Ganim, R. M. (1993). Creativity and humor: Integration and incongruity. The Journal of Creative Behavior, 27(1), 57–70. https://doi.org/10.1002/j.2162-6057.1993.tb01387.xGoogle Scholar
Nettle, D. (2008). Why is creativity attractive in a potential mate? Behavioral and Brain Sciences, 31(3), 275–276. https://doi.org/10.1017/S0140525X08004366Google Scholar
Perry-Smith, J. E. (2006). Social yet creative: The role of social relationships in facilitating individual creativity. Academy of Management Journal, 49, 85–101. https://doi.org/10.5465/AMJ.2006.20785503Google Scholar
Perry-Smith, J. E., & Shalley, C. E. (2003). The social side of creativity: A static and dynamic social network perspective. Academy of Management Review, 28, 89–106. https://doi.org/10.2307/30040691Google Scholar
Proyer, R. T., Tandler, N., & Brauer, K. (2019). Playfulness and creativity: A selective review. In Luria, S. R., Baer, J., & Kaufman, J. C. (Eds.), Creativity and Humor (pp. 43–60). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-813802-1.00002-8Google Scholar
Robinson, Ken. (2006). Do schools kill creativity? [Video]. TED Conferences. https://www.ted.com/talks/sir_ken_robinson_do_schools_kill_creativity?utm_campaign=tedspread&utm_medium=referral&utm_source=tedcomshareGoogle Scholar
Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242–249. https://doi.org/10.1016/j.tsc.2017.04.003Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092Google Scholar
Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation. Oxford University Press.Google Scholar
Scott, G., Leritz, L. E., & Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361–388. https://doi.org/10.1080/10400410409534549Google Scholar
Silvia, P. J. (2015). Intelligence and creativity are pretty similar after all. Educational Psychology Review, 27(4), 599–606. https://doi.org/10.1007/s10648-015-9299-1Google Scholar
Simonton, D. K. (1984). Artistic creativity and interpersonal relationships across and within generations. Journal of Personality and Social Psychology, 46, 1273–1286. https://doi.org/10.1037//0022-3514.46.6.1273Google Scholar
Simonton, D. K. (2012). Taking the U.S. Patent Office criteria seriously: A quantitative three-criterion creativity definition and its implications. Creativity Research Journal, 24(2-3), 97–106. https://doi.org/10.1080/10400419.2012.676974Google Scholar
Simonton, D. K. (2014). The mad-genius paradox: Can creative people be more mentally healthy but highly creative people more mentally ill? Perspectives on Psychological Science, 9, 470–480. https://doi.org/10.1177/1745691614543973Google Scholar
Snyder, H. T., Sowden, P. T., Silvia, P. J., & Kaufman, J. C. (2021). The creative self: Do people distinguish creative self-perceptions, efficacy, and personal identity? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 627–636. https://doi.org/10.1037/aca0000317Google Scholar
Sprecher, S., & Regan, P. C. (2002). Liking some things (in some people) more than others: Partner preferences in romantic relationships and friendships. Journal of Social and Personal Relationships, 19(4), 463–481. https://doi.org/10.1177/0265407502019004048Google Scholar
Tesser, A. (1988). Toward a self-evaluation maintenance model of social behavior. In Berkowitz, L (Ed.), Advances in Experimental Social Psychology (vol. 21, pp. 181–227). Elsevier. https://doi.org/10.1016/S0065-2601(08)60227-0Google Scholar
Torrance, E. P. (2004). Great expectations: Creative achievements of the sociometric stars in a 30-year study. Journal of Secondary Gifted Education, 16(1), 5–13. https://doi.org/10.4219/jsge-2004-465Google Scholar
van der Wilt, F., van der Veen, C., van Kruistum, C., & van Oers, B. (2018). Popular, rejected, neglected, controversial, or average: Do young children of different sociometric groups differ in their level of oral communicative competence? Social Development, 27(4), 793–807. https://doi.org/10.1111/sode.12316Google Scholar
Weisberg, R., Pichot, N., Bonetto, E., et al. , N. (2021). From explicit to implicit theories of creativity and back: The relevance of naive criteria in defining creativity. The Journal of Creative Behavior, 55(3), 839–856. https://doi.org/10.1002/jocb.492Google Scholar
Westby, E. L., & Dawson, V. L. (1995). Creativity: Asset or burden in the classroom? Creativity Research Journal, 8(1), 1–10. https://doi.org/10.1207/s15326934crj0801_1Google Scholar
Wolff, F., Helm, F., Zimmermann, F., Nagy, G., & Möller, J. (2018). On the effects of social, temporal, and dimensional comparisons on academic self-concept. Journal of Educational Psychology, 110(7), 1005–1025. https://doi.org/10.1037/edu0000248Google Scholar
Wolfradt, U., & Pretz, J. E. (2001). Individual differences in creativity: Personality, story writing, and hobbies. European Journal of Personality, 15, 297–310. https://doi.org/10.1002/per.409CrossRefGoogle Scholar
Zandi, N., Karwowski, M., Forthmann, B., & Holling, H. (2022). How stable is the creative self-concept? A latent state-trait analysis. Psychology of Creativity, Aesthetics, and the Arts, Advance online publication. https://doi.org/10.1037/aca0000521.CrossRefGoogle Scholar
Zielińska, A. (2020). Mapping adolescents’ everyday creativity. Creativity. Theories – Research – Applications, 7(1), 208–229. https://doi.org/10.2478/ctra-2020-0012Google Scholar
Zielińska, A., Lebuda, I., Ivcevic, Z., & Karwowski, M. (2022a). How adolescents develop and implement their ideas? On self-regulation of creative action. Thinking Skills and Creativity, 43. https://doi.org/10.1016/j.tsc.2022.100998Google Scholar
Zielińska, A., Lebuda, I., & Karwowski, M. (2022b). Scaling creative self: An Item Response Theory analysis of the Short Scale of Creative Self. Creativity Research Journal, Advance online publication. https://doi.org/10.1080/10400419.2022.2123139.Google Scholar

References

Addison, N., Burgess, L., Steers, J., & Trowell, J. (2010). Understanding Art Education: Engaging Reflexively with Practice. Routledge.Google Scholar
Amabile, T. M. (1996). Creativity in Context: Update to the Social Psychology of Creativity. Westview.Google Scholar
Amabile, T. M., & Kramer, S. J. (2011). The power of small wins. Harvard Business Review, 89(5), 70–80.Google Scholar
Amabile, T. M., & Pillemer, J. (2012). Perspectives on the social psychology of creativity. The Journal of Creative Behavior, 46, 3–15.Google Scholar
Amicone, G., Petruccelli, I., De Dominicis, S., et al. (2018). Green breaks: The restorative effect of the school environment’s green areas on children’s cognitive performance. Frontiers in Psychology, 9, 1579. https://doi.org/10.3389/fpsyg.2018.01579Google Scholar
Ball, D. L. (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. The Elementary School Journal, 93(4), 373–397. https://doi.org/10.1086/461730Google Scholar
Baer, J. (2015). Domain Specificity of Creativity. Academic Press.Google Scholar
Baer, J., & Kaufman, J. C. (2005). Bridging generality and specificity: The Amusement Park Theoretical (APT) model of creativity. Roeper Review, 27, 158–163.Google Scholar
Baert, P. (1991). Unintended consequences: A typology and examples. International Sociology, 6, 201–210. https://doi.org/10.1177/026858091006002006Google Scholar
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.Google Scholar
Bandura, A. (2006). Guide for constructing self-efficacy scales. In Pajares, F., & Urdan, T. (Eds.), Self-Efficacy Beliefs of Adolescents (pp. 307–337). Information Age.Google Scholar
Barrett, L. F. (2017). How Emotions Are Made: The Secret Life of the Brain. Houghton Mifflin Harcourt.Google Scholar
Beghetto, R. A. (2014). Creative mortification: An initial exploration. Psychology of Aesthetics, Creativity, and the Arts, 8, 266–276. https://psycnet.apa.org/doi/10.1037/a0036618Google Scholar
Beghetto, R. A. (2019). Beautiful Risks: Having the Courage to Teach and Learn Creatively. Rowman & Littlefield. https://doi.org/10.1007/978-3-319-98390-5_122–1Google Scholar
Beghetto, R. A. (2021). There is no creativity without uncertainty: Dubito Ergo Creo. Journal of Creativity, 31. https://doi.org/10.1016/j.yjoc.2021.100005Google Scholar
Beghetto, R. A., & Dilley, A. E. (2016). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development, 151, 85–95. https://10.1002/cad.20150Google Scholar
Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In Karwowski, M. & Kaufman, J. C. (Eds.), The Creative Self (pp. 3–22). Academic Press. http://dx.doi.org/10.1016/B978–0-12-809790-8.00001-7Google Scholar
Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2021). Intellectual risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 637–634. https://doi.org/10.1037/aca0000323Google Scholar
Beghetto, R. A., & Kaufman, J. C. (2007). Toward a broader conception of creativity: A case for mini-c creativity. Psychology of Aesthetics, Creativity, and the Arts, 1, 73–79. https://psycnet.apa.org/doi/10.1037/1931-3896.1.2.73Google Scholar
Beghetto, R. A., & Kaufman, J. C. (2014). Classroom contexts for creativity. High Ability Studies, 25(1), 53–69. https://doi.org/10.1080/13598139.2014.905247Google Scholar
Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5, 342–349. https://doi.org/10.1037/a0022834Google Scholar
Beghetto, R. A., & McBain, L. (2022). My Favorite Failure. Rowman & Littlefield.Google Scholar
Beghetto, R. A., & Vasquez, A. M. (in press). Creative learning: A pedagogical perspective. In Ball, L. J. & Vallee-Tourangeau, F. (Eds.), Routledge International Handbook of Creative Cognition. Routledge.Google Scholar
Berns, G. (2010). Iconoclast: A Neuroscientist Reveals How to Think Differently. Harvard Business Press.Google Scholar
Boiger, M., Ceulemans, E., De Leersnyder, J., et al. (2018). Beyond essentialism: Cultural differences in emotions revisited. Emotion.18(8), 1142–1162. https://doi.org/10.1037/emo0000390Google Scholar
Cheng, V. M. Y. (2016). Understanding and enhancing personal transfer of creative learning. Thinking Skills and Creativity, 22, 58–73. https://doi.org/10.1016/j.tsc.2016.09.001Google Scholar
Corazza, G. E. (2016). Potential originality and effective- ness: The dynamic definition of creativity. Creativity Research Journal, 28(3), 258–267. https://doi.org/10.1080/10400419.2016.1195627Google Scholar
Davies, D., Jindal-Snape, D., Collier, C., et al. (2013). Creative learning environments in education: A systematic literature review. Thinking Skills and Creativity, 8, 80–91. https://doi.org/10.1016/j.tsc.2012.07.004Google Scholar
Eisenberger, R., & Cameron, J. (1998). Reward, intrinsic interest, and creativity: New findings. American Psychologist, 53, 676–679. https://doi.org/10.1037/0003-066X.53.6.676Google Scholar
Eisenberger, R., & Shanock, L. (2003). Rewards, intrinsic motivation, and creativity: A case study of conceptual and methodological isolation. Creativity Research Journal, 15, 121–130. https://doi.org/10.1080/10400419.2003.9651404Google Scholar
Elliot, A. J. (Ed.). (2008). Handbook of Approach and Avoidance Motivation. Psychology Press. https://doi.org/10.4324/9780203888148Google Scholar
Gandini, L., Hill, L., Cadwell, L., & Schwall, C. (Eds.). (2005). In the Spirit of the Studio: Learning from the Atelier of Reggio Emilia. Teachers’ College Press.Google Scholar
Glăveanu, V. P., & Beghetto, R. A. (2020). Creative experience: A non-standard definition of creativity. Creativity Research Journal. https://doi.org/10.1080/10400419.2020.1827606Google Scholar
Guerra, M., Villa, F. V., & Glăveanu, V. (2020). The teacher’s role in the relationship between creativity and outdoor education: A review of the literature. RELADeI, 9(2), 131–149.Google Scholar
Guilford, J. P. (1950). Creativity. American Psychologist, 5, 444–454. https://doi.org/10.1037/h0063487Google Scholar
Han, M. (2019). Exploring the Nexus between Bilingual Learning, Emotions and Creativity: A Case Study of a Former Korean Bilingual Student’s Creative Artifact (Book). Doctoral dissertation. University of Connecticut. Doctoral Dissertations, 2352. https://opencommons.uconn.edu/dissertations/2352Google Scholar
Hennessey, B. A. (2010). Intrinsic motivation and creativity in the classroom: Have we come full circle? In Beghetto, R. A. & Kaufman, J. C. (Eds.), Nurturing Creativity in the Classroom (pp. 329–361). Cambridge University Press.Google Scholar
Hennessey, B. A., & Amabile, T. (2010). Creativity. Annual Review of Psychology, 61, 569–598.Google Scholar
Hoffmann, J. D., Ivcevic, Z., & Maliakkal, N. (2020). Creative thinking strategies for life: A course for professional adults using art. The Journal of Creative Behavior, 54(2), 293–310. https://doi.org/10.1002/jocb.366Google Scholar
Hoffmann, J. D., McGarry, J., & Seibyl, J. (in press). Beyond tolerating ambiguity: How emotionally intelligent people can channel uncertainty into creativity. In Beghetto, R. A. & Jaeger, G. (Eds.), Uncertainty: A Catalyst for Creativity, Learning and Development. Springer.Google Scholar
Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480. https://doi.org/10.1037/a0039826Google Scholar
Ivcevic, Z., & Eggers, C. (2021). Emotion regulation ability: Test performance and observer reports in predicting relationship, achievement and well-being outcomes in adolescents. International Journal of Environmental Research and Public Health, 18. https://doi.org/10.3390/ijerph18063204Google Scholar
Ivcevic, Z., & Nusbaum, E. C. (2017). From having an idea to doing something with it: Self-regulation for creativity. In Karwowski, M. & Kaufman, J. C. (Eds.), The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 343–365). Elsevier Academic Press. https://doi.org/10.1016/B978–0-12-809790-8.00020-0Google Scholar
Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182. https://doi.org/10.1016/0272-4944(95)90001-2Google Scholar
Kapur, M. (2016). Examining productive failure, productive success, unproductive failure, and unproductive success in learning. Educational Psychologist, 51(2), 289–299. https://doi.org/10.1080/00461520.2016.115545Google Scholar
Karwowski, M. (2014). Creative mindsets: Measurement, correlates, consequences. Psychology of Aesthetics, Creativity, and the Arts, 8, 62–70. http://dx.doi.org/10.1037/a0034898Google Scholar
Karwowski, M., & Beghetto, R. A. (2019). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402–415. https://doi.org/10.1037/aca0000190Google Scholar
Karwowski, M., Han, M. H., & Beghetto, R. A. (2019). Toward dynamizing the measurement of creative confidence beliefs. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 193–202. https://doi.org/10.1037/aca0000229Google Scholar
Karwowski, M., & Kaufman, J. C. (Eds.). (2017). The Creative Self. Academic Press.Google Scholar
Kaufman, J. C. (2016). Creativity 101. Springer.Google Scholar
Kaufman, J. C., & Baer, J. (Eds.). (2005). Creativity across Domains: Faces of the Muse. Erlbaum.Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2013). In praise of Clark Kent: Creative metacognition and the importance of teaching kids when (not) to be creative. Roeper Review, 35, 155–165. https://doi.org/10.1080/02783193.2013.799413Google Scholar
Kaufman, J. C., Beghetto, R. A, & Watson, C.. (2015). Creative metacognition and self-ratings of creative performance: A 4-C perspective. Learning and Individual Difference, 51, 394–399. https://doi.org/10.1016/j.lindif.2015.05.004Google Scholar
Kuo, M., Barnes, M., & Jordan, C. (2019). Do experiences with nature promote learning? Converging evidence of a cause-and-effect relationship. Frontiers in Psychology, 10, 305. https://doi.org/10.3389/fpsyg.2019.00305Google Scholar
Lewis, M., & Sullivan, M. W. (2005). The development of self-conscious emotion. In Elliot, A. J. & Dweck, C. S. (Eds.), Handbook of Competence and Motivation (pp. 185-201). Guilford Press.Google Scholar
Lipnevich, A. A., & Smith, J. K. (Eds.). (2018). The Cambridge Handbook of Instructional Feedback. Cambridge University Press. https://doi.org/10.1017/9781316832134Google Scholar
Mayer, R. E. (1989). Cognitive views of creativity: Creative teaching for creative learning. Contemporary Educational Psychology, 14(3), 203–211. https://doi.org/10.1016/0361-476X(89)90010-6Google Scholar
Pólya, G. (1966). On teaching problem solving. In Conference Board of the Mathematical Sciences, The Role of Axiomatics and Problem Solving in Mathematics (pp. 123–129). Ginn.Google Scholar
Plucker, J. A., & Beghetto, R. A. (2004). Why creativity is domain general, why it looks domain specific, and why the distinction doesn’t matter. In Sternberg, R. J., Grigorenko, E. L., & Singer, J. L. (Eds.), Creativity: From Potential to Realization (pp. 153–168). American Psychological Association.Google Scholar
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159–175. https://doi.org/10.1080/00461520903028990Google Scholar
Rosiek, J. (2003) Emotional scaffolding: An exploration of teacher knowledge at the intersection of student emotion and subject matter content. Journal of Teacher Education, 54, 399–412 https://doi.org/10.1177/0022487103257089Google Scholar
Rosiek, J., & Beghetto, R. A. (2009). Emotional scaffolding: The emotional and imaginative dimensions of teaching and learning. In Schutz, P. A. & Zembylas, M. (Eds.), Advances in Teacher Emotion Research (pp. 175–194). Springer. https://doi.org/10.1007/978-1-4419-0564-2_9Google Scholar
Russell, D., & McAuley, E. (1986). Causal attributions, causal dimensions, and affective reactions to success and failure. Journal of Personality and Social Psychology, 50(6), 1174–1185. https://doi.org/10.1037/0022-3514.50.6.1174Google Scholar
Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation (2nd ed.). Oxford University Press.Google Scholar
Seligman, M. E. P. (2011). Flourish: A New Understanding of Happiness and Well-Being – and How to Achieve Them. Nicholas Brealey.Google Scholar
Seligman, M. E. P., Reivich, K., Jaycox, L., & Gillham, J. (2007) The Optimistic Child: A Proven Program to Safeguard Children against Depression and Build Lifelong Resilience. Houghton Mifflin.Google Scholar
Simonton, D. K. (2016). Defining creativity: Don’t we also need to define what is not creative? Journal of Creative Behavior, 52, 80–90. https://doi.org/10.1002/jocb.137Google Scholar
Tanggaard, L., & Juelsbo, T. (2016). Mess. In Glăveanu, V. P., Tanggaard, L. & Wegener, C. (Eds.), Creativity: A New Vocabulary (pp. 78–86). Palgrave.Google Scholar
Tracy, J. L., & Robins, R. W. (2004). TARGET ARTICLE: “Putting the self into self-conscious emotions: A theoretical model.” Psychological Inquiry, 15(2), 103–125. https://doi.org/10.1207/s15327965pli1502_01Google Scholar
Vecchi, V. (2010). Art and Creativity in Reggio Emilia: Exploring the Role and Potential of Ateliers in Early Childhood Education. Routledge.Google Scholar
von Thienen, J., Meinel, M., & Corazza, G. E. (2017). A short theory of failure. Electronic Colloquium on Design Thinking Research, 17, 1–5.Google Scholar
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.Google Scholar
Wood, D., Bruner, J., & Ross, G. (1976) The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry 17, 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.xGoogle Scholar
Zielinska, A., & Karwowski, M. (in press). Living with uncertainty in the creative process: A self-regulatory perspective. In Beghetto, R. A. & Jaeger, G., (Eds.), Uncertainty: A Catalyst for Creativity, Learning and Development. Springer.Google Scholar

References

Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50(3), 367–403. https://doi.org/10.2189/asqu.2005.50.3.367Google Scholar
Arfara, C., Lamprakis, A., Tsivos, G., & Samanta, D. I. (2018). The role of work-group emotional intelligence in learning organizations: A case study of the Greek public sector. International Journal of Organizational Leadership, 7(3), 240–255. https://doi.org/10.33844/ijol.2018.60383CrossRefGoogle Scholar
Ashkanasy, N. M., & Daus, C. S. (2002). Emotion in the workplace: The new challenge for managers. Academy of Management Perspectives, 16(1), 76–86. https://doi.org/10.5465/ame.2002.6640191Google Scholar
Ashkanasy, N. M., & Nicholson, G. J. (2003). Climate of fear in organisational settings: Construct definition, measurement and a test of theory. Australian Journal of Psychology, 55(1), 24–29. https://doi.org/10.1080/00049530412331312834Google Scholar
Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus?.Psychological Bulletin, 134(6), 779–806. https://doi.org/10.1037/a0012815Google Scholar
Baer, M. (2012). Putting creativity to work: The implementation of creative ideas in organizations. Academy of Management Journal, 55(5), 1102–1119. https://doi.org/10.5465/amj.2009.0470Google Scholar
Barsade, S. G., & Knight, A. P. (2015). Group affect. The Annual Review of Organizational Psychology and Organizational Behavior, 2, 21–46. https://doi.org/10.1146/annurev-orgpsych-032414-111316Google Scholar
Barsade, S. G., & O’Neill, O. A. (2014). What’s love got to do with it? A longitudinal study of the culture of companionate love and employee and client outcomes in a long-term care setting. Administrative Science Quarterly, 59(4), 551–598. https://doi.org/10.1177/0001839214538636Google Scholar
Bliese, P. D. (2000). Within-group agreement, non-independence, and reliability. In Klein, K. J & Kozlowski, S. W. J (Eds.), Multilevel Theory, Research, and Methods in Organizations (pp. 349–381). Jossey-Bass.Google Scholar
Bramesfeld, K. D., & Gasper, K. (2008). Happily putting the pieces together: A test of two explanations for the effects of mood on group‐level information processing. British Journal of Social Psychology, 47(2), 285–309. https://doi.org/10.1348/000712607X218295Google Scholar
Chiang, J. T. J., Chen, X. P., Liu, H., Akutsu, S., & Wang, Z. (2020). We have emotions but can’t show them! Authoritarian leadership, emotion suppression climate, and team performance. Human Relations, 74(7), 1082–1111. https://doi.org/10.1177/0018726720908649Google Scholar
Choi, J. N., Sung, S. Y., Lee, K., & Cho, D. S. (2011). Balancing cognition and emotion: Innovation implementation as a function of cognitive appraisal and emotional reactions toward innovation. Journal of Organizational Behavior, 32(1), 107–124. https://doi.org/10.1002/job.684Google Scholar
Collins, R. (2004). Rituals of solidarity and security in the wake of terrorist attack. Sociological Theory, 22(1), 53–87. https://doi.org/10.1111/j.1467-9558.2004.00204.xGoogle Scholar
Cronin, M. A., Stouten, J., & van Knippenberg, D. (2021). The theory crisis in management research: Solving the right problem. Academy of Management Review, 46(4), 667–683.Google Scholar
Cropanzano, R., & Dasborough, M. T. (2015). Dynamic models of well-being: Implications of affective events theory for expanding current views on personality and climate. European Journal of Work and Organizational Psychology, 24(6), 844–847. https://doi.org/10.1080/1359432X.2015.1072245Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739–756. https://doi.org/10.1037/0022-3514.94.5.739Google Scholar
de Rivera, J. (1992). Emotional climate: Social structure and emotional dynamics. In Strongman, K. T. (Ed.), International Review of Studies on Emotion (vol. 2, pp. 197–218). John Wiley & Sons.Google Scholar
Diefendorff, J. M., Erickson, R. J., Grandey, A. A., & Dahling, J. J. (2011). Emotional display rules as work unit norms: A multilevel analysis of emotional labor among nurses. Journal of Occupational Health Psychology, 16(2), 170–186. https://doi.org/10.1037/a0021725Google Scholar
Drucker, P. (2014). Innovation and Entrepreneurship. Routledge.Google Scholar
Ellsworth, P. C., & Smith, C. A. (1988). Shades of joy: Patterns of appraisal differentiating pleasant emotions. Cognition and Emotion, 2, 301–331. https://doi.org/10.1080/02699938808412702Google Scholar
Emich, K. J. (2014). Who’s bringing the donuts: The role of affective patterns in group decision making. Organizational Behavior and Human Decision Processes, 124, 122–132. https://doi.org/10.1016/j.obhdp.2014.03.001Google Scholar
Emich, K. J. (2020). Well, I feel differently: The importance of considering affective patterns in teams. Social and Personality Psychology Compass, 14, e12523. https://doi.org/10.1111/spc3.12523Google Scholar
Emich, K. J., & Lu, L. (2017). He thought, she thought: The importance of subjective patterns to understanding team processes. Journal of Organizational Behavior, 38(1), 152–156. https://doi.org/10.1002/job.2122Google Scholar
Emich, K. J., & Lu, L. (2020). How shared and unshared affect impact team creative success. In. McKay, A., Reiter-Palmon, R., & Kaufman, J. (Eds.), Explorations in Creativity Research: Creative Success in Teams (pp. 146–162). Academic Press. https://doi.org/10.1016/B978-0-12-819993-0.00008-4Google Scholar
Emich, K. J., Lu, L., Ferguson, A., Peterson, R. S., & McCourt, M. (2021). Team composition revisited: A team member attribute alignment approach. Organizational Research Methods, 10944281211042388. https://doi.org/10.1177/10944281211042388Google Scholar
Emich, K. J., & Vincent, L. C. (2020). Shifting focus: The influence of affective diversity on team creativity. Organizational Behavior and Human Decision Processes, 156, 24–37. https://doi.org/10.1016/j.obhdp.2019.10.002Google Scholar
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative Cognition: Theory, Research and Application. MIT Press.Google Scholar
Forgas, J. P. (1995). Emotion in social judgments: Review and a new affect infusion model (AIM). Psychological Bulletin, 117, 39–66. https://doi.org/10.1037/0033-2909.117.1.39Google Scholar
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218Google Scholar
Friedman, R. S., & Förster, J. (2001). The effects of promotion and prevention cues on creativity. Journal of Personality and Social Psychology, 81(6), 1001–1013. https://doi.org/10.1037/0022-3514.81.6.1001Google Scholar
Fridja, N. H. (1986). The Emotions. Cambridge University Press.Google Scholar
Gamero, N., & González-Romá, V. (2020). Affective climate in teams. In Yang, L., Cropanzano, R., Daus, C. S., & Martinez-Tur, V. (Eds.), The Cambridge Handbook of Workplace Affect (pp. 244–256). Cambridge University Press.Google Scholar
George, J. M. (1990). Personality, affect, and behavior in groups. Journal of Applied Psychology, 75(2), 107–116. https://doi.org/10.1037/0021-9010.75.2.107Google Scholar
González-Romá, V., Peiró, J. M., Subirats, M., & Mañas, M. A. (2000). The validity of affective work-team climates. In Vartiainen, M., Avallone, F., & Anderson, N. (Eds.), Innovative Theories, Tools and Practices in Work and Organizational Psychology (pp. 97–109). Hogrefe & Huber.Google Scholar
Grant, P. R., & Smith, H. J. (2021). Activism in the time of COVID-19. Group Processes & Intergroup Relations, 24(2), 297–305. https://doi.org/10.1177/1368430220985208Google Scholar
Grawitch, M. J., Munz, D. C., Elliott, E. K., & Mathis, A. (2003). Promoting creativity in temporary problem-solving groups: The effects of positive mood and autonomy in problem definition on idea-generating performance. Group Dynamics: Theory, Research, and Praactice, 7(3), 200–213. https://doi.org/10.1037/1089-2699.7.3.200Google Scholar
Hareli, S., & Parkinson, B. (2008). What’s social about social emotions? Journal for the Theory of Social Behaviour, 38(2), 131–156. https://doi.org/10.1111/j.1468-5914.2008.00363.xGoogle Scholar
Hochschild, A. R. (1983). The Managed Heart: Commercialization of Human Feeling. University of California Press.Google Scholar
Holmes, O. W. (1872). The Poet at the Breakfast-Table, VIII. The Atlantic Monthly, 30(178), 225–240.Google Scholar
Isen, A. M. (2008). Some ways in which positive affect influences decision making and problem solving. In Lewis, M., Haviland-Jones, J. & Barrett, L. F. (Eds.), Handbook of Emotions (3rd ed., pp. 548–573). Guilford Press.Google Scholar
Izard, C. E. (2010). The many meanings/aspects of emotion: Definitions, functions, activation, and regulation. Emotion Review, 2, 363–370. https://doi.org/10.1177/1754073910374661Google Scholar
Jones, E. E., & Kelly, J. R. (2009). No pain, no gains: Negative mood leads to process gains in idea-generation groups. Group Dynamics: Theory, Research, and Practice, 13, 75–88. https://doi.org/10.107/a0013812Google Scholar
Kim, M., & Shin, Y. (2015). Collective efficacy as a mediator between cooperative group norms and group positive affect and team creativity. Asia Pacific Journal of Management, 32, 693–716. https://doi.org/10.1037/a0013812Google Scholar
Kim, M. J., Choi, J. N., & Lee, K. (2016). Trait affect and individual creativity: Moderating roles of affective climate and reflexivity. Social Behavior and Personality: An International Journal, 44(9), 1477–1498. https://doi.org/10.2224/sbp.2016.44.9.1477Google Scholar
Klep, A. H., Wisse, B., & van der Flier, H. (2013). When sad groups expect to meet again: Interactive affective sharing and future interaction expectation as determinants of work groups’ analytical and creative task performance. British Journal of Social Psychology, 52(4), 667–685. https://doi.org/10.1111/bjso.12000Google Scholar
Knight, A. P. (2015). Mood at the midpoint: Affect and change in exploratory search over time in teams that face a deadline. Organization Science, 26(1), 99–118. https://doi.org/10.1287/orsc.2013.0866Google Scholar
Knight, A. P., & Baer, M. (2014). Get up, stand up: The effects of a non-sedentary workspace on information elaboration and group performance. Social Psychological and Personality Science, 5(8), 910–917. https://doi.org/10.1177/1948550614538463Google Scholar
Knight, A. P., Menges, J. I., & Bruch, H. (2018). Organizational affective tone: A meso perspective on the origins and effects of consistent affect in organizations. Academy of Management Journal, 61(1), 191–219. https://doi.org/10.5465/amj.2016.0671Google Scholar
Kozlowski, S. W. J., & Klein, K. J. (2000). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In Klein, K. J. & Kozlowski, S. W. J. (Eds.), Multilevel Theory, Research, and Methods in Organizations: Foundations, Extensions, and New Directions (pp. 3–90). Jossey-Bass.Google Scholar
Lazarus, R. S. (1991). Emotion and Adaptation. Oxford University Press.Google Scholar
Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created “social climates.” The Journal of Social Psychology, 10(2), 269–299. https://doi.org/10.1080/00224545.1939.9713366Google Scholar
Levin, P. F., & Isen, A. M. (1975). Further studies on the effect of feeling good on helping. Sociometry, 38(1), 141–147. https://doi.org/10.2307/2786238Google Scholar
Low, S. M. (2008). Fortification of residential neighbourhoods and the new emotions of home. Housing, Theory and Society, 25(1), 47–65. https://doi.org/10.1080/14036090601151038Google Scholar
Maimone, F., & Sinclair, M. (2010). Affective climate, organizational creativity, and knowledge creation: Case study of an automotive company. In , W. J. Zerbe, E. J. Charmine, E. J., & Neal, M. A. (Eds.), Emotions and Organizational Dynamism, vol. 6, Research on Emotion in Organizations (pp. 309–332). Emerald Group.Google Scholar
McConville, A., Wetherell, M., McCreanor, T., Borell, B., & Moewaka Barnes, H. (2020). “Pissed off and confused”/“Grateful and (re) moved”: Affect, privilege and national commemoration in Aotearoa New Zealand. Political Psychology, 41(1), 129–144. https://doi.org/10.1111/pops.12610Google Scholar
Menges, J. I., & Kilduff, M. (2015). Group emotions: Cutting the Gordian knots concerning terms, levels of analysis, and processes. Academy of Management Annals, 9(1), 845–928. https://doi.org/10.5465/19416520.2015.1033148Google Scholar
Ostroff, C., Kinicki, A. J., & Muhammad, R. S. (2013). Organizational Culture and Climate. John Wiley & Sons.Google Scholar
Ozcelik, H., Langton, N., & Aldrich, H. (2008), Doing well and doing good: The relationship between leadership practices that facilitate a positive emotional climate and organizational performance. Journal of Managerial Psychology, 23(2), 186–203. https://doi.org/0.1108/02683940810850817Google Scholar
Palkovitz, R. (2007). Challenges to modeling dynamics in developing a developmental understanding of father-child relationships. Applied Development Science, 11(4), 190–195. https://doi.org/10.1080/10888690701762050Google Scholar
Parke, M. R., & Seo, M. G. (2017). The role of affect climate in organizational effectiveness. Academy of Management Review, 42(2), 334–360. https://doi.org/10.5465/amr.2014.0424Google Scholar
Polman, E., & Emich, K. J. (2011). Decisions for others are more creative than decisions for the self. Personality and Social Psychology Bulletin, 37, 492–501. https://doi.org/10.1177/0146167211398362Google Scholar
Sawyer, K. B., & Clair, J. (in press). The double-edged sword of hope: A narrative ethnography of the evolution of an organization tackling the grand challenge of commercial sex exploitation. Administrative Science Quarterly. https://doi.org/10.1177/00018392211055506Google Scholar
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2013). Organizational climate and culture. Annual Review of Psychology, 64, 361–388. https://doi.org/10.1146/annurev-psych-113011-143809Google Scholar
Shin, Y. (2014). Positive group affect and team creativity: Mediation of team reflexivity and promotion focus. Small Group Research, 45, 337–364. https://doi.org/10.1177/1046496414533618Google Scholar
Sternberg, R. J., Kaufman, J. C., & Pretz, J. E. (2002). The Creativity Conundrum: A Propulsion Model of Kinds of Creative Contributions. Psychology Press. https://doi.org/10.4324/9780203759615Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Zhou, J. (2021). Feeling differently, creating together: Affect heterogeneity and creativity in project teams. Journal of Organizational Behavior, 42(9), 1228–1243. https://doi.org/10.1002/job.2535Google Scholar
Tran, V. (2010). The role of emotional climates of joy and fear in team creativity and innovation (Working Paper No. 10/054). Centre Emile Bernheim Research.Google Scholar
Tsai, W. C., Chi, N. W., Grandey, A. A., & Fung, S. C. (2012). Positive group affective tone and team creativity: Negative group affective tone and team trust as boundary conditions. Journal of Organizational Behavior, 33, 638–656. https://doi.org/10.1002/job.775Google Scholar
Tse, H. H. M., Dasborough, M. T., & Ashkanasy, N. M. (2008). A multi-level analysis of team climate and interpersonal exchange relationships at work. The Leadership Quarterly, 19(2), 195–211. https://doi.org/10.1016/j.leaqua.2008.01.005Google Scholar
Tyson, N. deGrasse. (2009). Neil deGrasse Tyson on His Books. Big Think. https://bigthink.com/videos/neil-degrasse-tyson-on-his-books/.Google Scholar
Vuori, T. O., & Huy, Q. N. (2016). Distributed attention and shared emotions in the innovation process: How Nokia lost the smartphone battle. Administrative Science Quarterly, 61(1), 9–51. https://doi.org/10.1177/0001839215606951Google Scholar
Ward, T. B. (1994). Structured imagination: The role of conceptual structure in exemplar generation. Cognitive Psychology, 27, 1–40. https://doi.org/10.1006/cogp.1994.1010Google Scholar
Weiner, B. (1986). An Attributional Theory of Motivation and Emotion. Springer-Verlag.Google Scholar
Weiss, H. M., & Cropanzano, R. (1996). Affective events theory. Research in Organizational Behavior, 18(1), 1–74.Google Scholar

References

Amabile, T. M. (1988). A model of creativity and innovation in organizations. Research in Organizational Behavior, 10, 123–167.Google Scholar
Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quartely, 50(3), 367–403. http://dx.doi.org/10.2189/asqu.2005.50.3.367Google Scholar
Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5), 31–35. https://doi.org/10.1038/scientificamerican1155-31Google Scholar
Baas, M., De Dreu, C. K. W., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134(6), 779–806. https://doi.org/10.1037/a0012815Google Scholar
Bandura, A. (1986). Social Foundations of Thought and Action: A Social-Cognitive View. Prentice-Hall.Google Scholar
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W. H. Freeman.Google Scholar
Barsade, S. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47(4), 644–675. http://dx.doi.org/10.2307/3094912Google Scholar
Barsade, S. G., & Gibson, D. E. (2012). Group affect: Its influence on individual and group outcomes. Current Directions in Psychological Science, 2(2), 119–123. https://doi.org/10.1177/0963721412438352Google Scholar
Barsade, S. G., & Knight, A. P. (2015). Group affect. Annual Review of Organizational Psychology and Organizational Behavior, 2(1), 21–46. http://dx.doi.org/10.1146/annurev-orgpsych-032414-111316Google Scholar
Beal, D. J., Cohen, R. R., Burke, M. J., & McLendon, C. L. (2003). Cohesion and performance in groups: A meta-analytic clarification of construct relations. Journal of Applied Psychology, 88(6), 989–1004. https://doi.org/10.1037/0021-9010.88.6.989Google Scholar
Beersma, B., Hollenbeck, J. R., Humphrey, S. E., et al. (2003). Cooperation, competition, and team performance: Toward a contingency approach. Academy of Management Journal, 46(5), 572–590. https://doi.org/10.2307/30040650Google Scholar
Behfar, K. J., Mannix, E. A., Peterson, R. S., & Trochim, W. M. (2011). Conflict in small groups: The meaning and consequences of process conflict. Small Group Research, 42(2), 127–176. https://doi.org/10.1177/1046496410389194Google Scholar
Beitler, L. A., Scherer, S., & Zapf, D. (2018). Interpersonal conflict at work: Age and emotional competence differences in conflict management. Organizational Psychology Review, 8(4), 195–227. https://doi.org/10.1177/2041386618808346Google Scholar
Bradley, B. H., Postlethwaite, B. E., Klotz, A. C., Hamdani, M. R., & Brown, K. G. (2012). Reaping the benefits of task conflict in teams: The critical role of team psychological safety climate. Journal of Applied Psychology, 97(1), 151–158. https://doi.org/10.1037/a0024200Google Scholar
Chi, N.-W. (2019). Is support always good? Exploring whether supervisory support enhances or attenuates the beneficial effect of positive group affective tone on team and individual creativity. In Ashkanasy, N. M., Zerbe, W. J. & Härtel, C. E. (Eds.), Emotions and Leadership (vol. 15, pp. 133–157). Emerald. https://doi.org/10.1108/s1746–979120190000015007Google Scholar
Collins, A. L., Lawrence, S. A., Troth, A. C., & Jordan, P. J. (2013). Group affective tone: A review and future research directions. Journal of Organizational Behavior, 34, S43–S62. https://doi.org/10.1002/job.1887Google Scholar
Costa, A. C. (2003). Work team trust and effectiveness. Personnel Review, 32(5), 605–622. https://doi.org/10.1108/00483480310488360Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739–756. https://doi.org/10.1037/0022-3514.94.5.739Google Scholar
De Dreu, C. K. W., & Weingart, L. R. (2003). Task versus relationship conflict, team performance, and team member satisfaction: A meta-analysis. Journal of Applied Psychology, 88 (4), 741–749. https://doi.org/10.1037/0021-9010.88.4.741Google Scholar
De Jong, B. A., Dirks, K., & Gillespie, N. (2015). Trust and team performance: A meta-Analysis of main effects, contingencies, and qualifiers. 75th Annual Meeting of the Academy of Management, AOM 2015, 101(8), 744–749. https://doi.org/10.5465/AMBPP.2015.234Google Scholar
De Jong, B. A., & Elfring, T. (2010). How does trust affect the performance of ongoing teams? The mediating role of reflexivity, monitoring, and effort. Academy of Management Journal, 53(3), 535–549. http://dx.doi.org/10.5465/amj.2010.51468649Google Scholar
De Wit, F. R. C., Greer, L. L., & Jehn, K. A. (2012). The paradox of intragroup conflict: A meta-analysis. Journal of Applied Psychology, 97(2), 360–390. https://doi.org/10.1037/a0024844Google Scholar
DeChurch, L. A., Mesmer-Magnus, J. R., & Doty, D. (2013). Moving beyond relationship and task conflict: Toward a process-state perspective. Journal of Applied Psychology, 98(4), 559–578. https://doi.org/10.1037/a0032896Google Scholar
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual Review of Organizational Psychology and Organizational Behavior, 4(1), 19–43. https://doi.org/10.1146/annurev-orgpsych-032516-113108Google Scholar
Drach-Zahavy, A. (2004). Toward a multidimensional construct of social support: Implications of provider’s self-reliance and request characteristics. Journal of Applied Social Psychology, 34(7), 1395–1420.Google Scholar
Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. http://dx.doi.org/10.2307/2666999Google Scholar
Edmondson, A. C., & Lei, Z. (2014). Psychological safety: The history, renaissance, and future of an interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23–43. https://doi.org/10.1146/annurev-orgpsych-031413-091305Google Scholar
Emich, K. J., & Vincent, L. C. (2020). Shifting focus: The influence of affective diversity on team creativity. Organizational Behavior and Human Decision Processes, 156, 24–37. https://doi.org/10.1016/j.obhdp.2019.10.002Google Scholar
Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2017). Psychological safety: A meta-analytic review and extension. Personnel Psychology, 70(1), 113–165. https://doi.org/10.1111/peps.12183Google Scholar
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The Broaden-and-Build theory of positive emotions. American Psychologist, 56, 218–226.Google Scholar
Ganster, D. C., Fusilier, M. R., & Mayes, B. T. (1986). Role of social support in the experience of stress at work. Journal of Applied Psychology, 71(1), 102–110. https://doi.org/10.1037//0021-9010.71.1.102Google Scholar
George, J. M. (1996). Group affective tone. In West, M. A. (Ed.), Handbook of Work Group Psychology (pp. 77–93). John Wiley & Sons.Google Scholar
George, J. M. (2007). 9 Creativity in organizations. The Academy of Management Annals, 1(1), 439–477. https://doi.org/10.1080/078559814Google Scholar
George, J. M., & King, E. B. (2007). Potential pitfalls of affect convergence in teams: Functions and dysfunctions of group affective tone. In Mannix, E. A., Neale, M. A., & Anderson, C. P. (Eds.), Research on Managing Groups and Teams: Affect and Groups (vol. 10, pp. 97–124). Elsevier.Google Scholar
George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50, 605–622. http://dx.doi.org/10.5465/amj.2007.25525934Google Scholar
Gilmore, P. L., Hu, X., Wei, F., Tetrick, L. E., & Zaccaro, S. J. (2013). Positive affectivity neutralizes transformational leadership’s influence on creative performance and organizational citizenship behaviors. Journal of Organizational Behavior, 34, 1061–1075. https://doi.org/10.1002/job.1833Google Scholar
Grawitch, M. J., Munz, D. C., Elliott, E. K., & Mathis, A. (2003). Promoting creativity in temporary problem-solving groups: The effects of positive mood and autonomy in problem definition on idea-generating performance. Group Dynamics: Theory, Research, and Practice, 7(3), 200–213. https://doi.org/10.1037/1089-2699.7.3.200Google Scholar
Grawitch, M. J., Munz, D. C., & Kramer, T. J. (2003). Effects of member mood states on creative performance in temporary workgroups. Group Dynamics, 7(1), 41–54. https://doi.org/10.1037/1089-2699.7.1.41Google Scholar
Greer, L. L., & Jehn, K. (2007). The pivotal role of negative affect in understanding the effects of process conflict on group performance. In Mannix, E., Neale, M., & Anderson, C. (Eds.), Affect and Groups (pp. 21–43). Emerald.Google Scholar
Guenter, H., van Emmerik, H., Schreurs, B., et al. 2016). When task conflict becomes personal: The impact of perceived team performance. Small Group Research, 47(5), 569–604. https://doi.org/10.1177/1046496416667816Google Scholar
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598. https://doi.org/10.1146/annurev.psych.093008.100416Google Scholar
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52, 1280–1300. http://dx.doi.org/10.1037/0003-066X.52.12.1280Google Scholar
Huang, L. C., Liu, Y., Cheung, G. W. hung, & Sun, J. M. (2021). A multilevel study of group affective tone and team innovation: A moderated mediation model. Group and Organization Management, 70. https://doi.org/10.1177/10596011211029411Google Scholar
Hulsheger, U., Anderson, N. R., & Salgado, J. (2009). Team-level predictors of innovation at work: A comprehensive meta-analysis spanning three decades of research. Journal of Applied Psychology, 94(5), 1128–1145. https://doi.org/10.1037/a0015978Google Scholar
Jehn, K. A., & Bendersky, C. (2003). Intragroup conflict in organizations: A contingency perspective on the conflict-outcome relationship. Research in Organizational Behavior, 25(3), 187–242. https://doi.org/10.1016/S0191-3085(03)25005-XGoogle Scholar
Jones, E. E., & Kelly, J. R. (2009). No pain, no gains: Negative mood leads to process gains in idea-generation groups. Group Dynamics, 13(2), 75–88. https://doi.org/10.1037/a0013812Google Scholar
Kanter, R. M. (1996). When a thousand flowers bloom: Structural, collective, and social conditions for innovation in organizations. In Myers, P. (Ed.), Knowledge Management and Organisational Design (pp. 93–131). Butterworth-Heinemann. https://doi.org/10.1016/b978-0-7506-9749-1.50010-7Google Scholar
Kim, M., & Shin, Y. (2015). Collective efficacy as a mediator between cooperative group norms and group positive affect and team creativity. Asia Pacific Journal of Management, 32(3), 693–716. https://doi.org/10.1007/s10490-015-9413-4Google Scholar
Klep, A. H. M., Wisse, B., & van der Flier, H. (2011). Interactive affective sharing versus non-interactive affective sharing in work groups: Comparative effects of group affect on work group performance and dynamics. European Journal of Social Psychology, 41(3), 312–323. https://doi.org/10.1002/ejsp.775Google Scholar
Klep, A. H. M., Wisse, B., & van der Flier, H. (2013). When sad groups expect to meet again: Interactive affective sharing and future interaction expectation as determinants of work groups’ analytical and creative task performance. British Journal of Social Psychology, 52(4), 667–685. https://doi.org/10.1111/bjso.12000Google Scholar
Knight, A. P., & Eisenkraft, N. (2014). Positive is usually good, negative is not always bad: The effects of group affect on social integration and task performance. Journal of Applied Psychology, 100(4), 1214–1227. https://doi.org/10.1037/apl0000006Google Scholar
Kruglanski, A. W., Pierro, A., Mannetti, L., & De Grada, E. (2006). Groups as epistemic providers: Need for closure and the unfolding of group-centrism. Psychological Review, 113(1), 84–100. https://doi.org/10.1037/0033-295X.113.1.84Google Scholar
Madrid, H. P., Niven, K., & Vasquez, C. A. (2019). Leader interpersonal emotion regulation and innovation in teams. Journal of Occupational and Organizational Psychology, 92(4). https://doi.org/10.1111/joop.12292Google Scholar
Madrid, H. P., & Patterson, M. G. (2018). Affect and creativity. In Reiter-Palmon, R., Kennel, V. L, & Kaufman, J. C. (Eds.), Individual Creativity in the Workplace (pp. 245–265). Elsevier.Google Scholar
Madrid, H. P., & Patterson, M. (2021). Affect and proactivity in teams. In Peng, K. Z. & Wu, C. (Eds.), Emotion and Proactivity at Work. Prospects and Dialogues (pp. 215–236). Bristol University Press.Google Scholar
Madrid, H. P., Patterson, M. G., Birdi, K. S., Leiva, P. I., & Kausel, E. E. (2014). The role of weekly high-activated positive mood, context, and personality in innovative work behavior: A multilevel and interactional model. Journal of Organizational Behavior, 35(2), 234–256. https://doi.org/10.1002/job.1867Google Scholar
Rhee, S.-Y. (2007). Group emotions and group outcomes: The role of group-member interactions. In Mannix, E. A., Neale, M. A., & Anderson, C. P. (Eds.), Research on Managing Groups and Teams: Affect and Groups (vol. 10, pp. 55–95). Elsevier. https://doi.org/10.1016/S1534-0856(07)10004-9Google Scholar
Rhee, S.-Y. (2006). Shared emotions and group effectiveness: The role of broadening-and-building interactions. In K. M. Weaver (Ed.), Proceedings of the 65th annual meeting of the academy of management (CD).Google Scholar
Russell, J. A. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 1161–1178. https://doi.org/10.1037/h0077714Google Scholar
Schwarz, N., & Clore, G. L. (1983). Mood, misattribution, and judgments of well-being: Informative and directive functions of affective states. Journal of Personality and Social Psychology, 45(3), 513–523. https://doi.org/10.1037/0022-3514.45.3.513Google Scholar
Sheppard, B. H., & Sherman, D. M. (1998). The grammars of trust: A model and general implications. Academy of Management Review, 23(3), 422–437. http://dx.doi.org/10.5465/amr.1998.926619Google Scholar
Shin, S. J., & Zhou, J. (2007). When is educational specialization heterogeneity related to creativity in research and development teams? Transformational leadership as a moderator. The Journal of Applied Psychology, 92(6), 1709–1721. https://doi.org/10.1037/0021-9010.92.6.1709Google Scholar
Shin, Y. (2014). Positive group affect and team creativity: Mediation of team reflexivity and promotion focus. Small Group Research, 45(3), 337–364. http://dx.doi.org/10.1177/1046496414533618Google Scholar
Shin, Y., Kim, M., & Lee, S. H. (2016). Positive group affective tone and team creative performance and change-oriented organizational citizenship behavior: A moderated mediation model. Journal of Creative Behavior, 53(1), 52–68. https://doi.org/10.1002/jocb.166Google Scholar
Staw, B. M., Sandelands, L. E., & Dutton, J. E. (1981). Threat-rigidity effects in organizational behavior: A multilevel analysis. Administrative Science Quarterly, 26(4), 501–524. https://doi.org/10.2307/2392337Google Scholar
Tavares, S. M. (2016). How does creativity at work influence employee’s positive affect at work? European Journal of Work and Organizational Psychology, 25(4), 525–539. https://doi.org/10.1080/1359432X.2016.1186012Google Scholar
Tjosvold, D. (1984). Cooperation theory and organizations. Human Relations, 37(9), 743–767. http://dx.doi.org/10.1177/001872678403700903Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Rowe, P. A. (2011). Within-person relationships between mood and creativity. Journal of Applied Psychology, 97(3), 599–612. https://doi.org/10.1037/a0026097Google Scholar
Tsai, W., Chi, N., Grandey, A., & Fung, S. (2012). Positive group affective tone and team creativity: Negative group affective tone and team trust as boundary conditions. Journal of Organizational Behavior, 33(5), 638–656.Google Scholar
Van den Broeck, A., Ferris, D. L., Chang, C. H., & Rosen, C. C. (2016). A review of self-determination theory’s basic psychological needs at work. Journal of Management, 42(5), 1195–1229. https://doi.org/10.1177/0149206316632058Google Scholar
Van Knippenberg, D., De Dreu, C. K. W., & Homan, A. C. (2004). Work group diversity and group performance: An integrative model and research agenda. Journal of Applied Psychology, 89(6), 1008–1022. https://doi.org/10.1037/0021-9010.89.6.1008Google Scholar
West, M. A. (2002). Sparkling fountains or stagnant ponds: An integrative model of creativity and innovation implementation in work groups. Applied Psychology, 51(3), 355–387. http://dx.doi.org/10.1111/1464-0597.00951Google Scholar
Yuan, F. R., & Woodman, R. W. (2010). Innovative behavior in the workplace: The role of performance and image outcome expectations. Academy of Management Journal, 53(2), 323–342. http://dx.doi.org/10.5465/amj.2010.49388995Google Scholar
Zaccaro, S. J., Blair, V., Peterson, C., & Zazanis, M. (1995). Collective efficacy. In Maduxx, J. E. (Ed.), Self-Efficacy, Adaptation, and Adjustment: Theory, Research, and Application (pp. 305–328). Plenum Press.Google Scholar
Zhou, J., & Hoever, I. J. (2014). Research on workplace creativity: A review and redirection. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 333–359. https://doi.org/10.1146/annurev-orgpsych-031413-091226Google Scholar

References

Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal, 2(4), 231–253. https://doi.org/10.1080/10400418909534321Google Scholar
Bass, B. M., & Avolio, B. J. (1990). Developing transfwormational leadership: 1992 and beyond. Journal of European Industrial Training, 14(5), 21–27. https://doi.org/10.1108/03090599010135122Google Scholar
Bell, B. S., & Kozlowski, S. W. (2008). Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability. Journal of Applied Psychology, 93(2), 296–316. https://doi.org/10.1037/0021-9010.93.2.296Google Scholar
Bienefeld, N., & Grote, G. (2014). Shared leadership in multiteam systems: How cockpit and cabin crews lead each other to safety. Human Factors, 56(2), 270–286. https://doi.org/10.1177%2F0018720813488137Google Scholar
Bogilović, S., Černe, M., & Škerlavaj, M. (2017). Hiding behind a mask? Cultural intelligence, knowledge hiding, and individual and team creativity. European Journal of Work and Organizational Psychology, 26(5), 710–723. https://doi.org/10.1080/1359432X.2017.1337747Google Scholar
Bowers, C. A., Braun, C. C., & Morgan, B. B. Jr (1997). Team workload: Its meaning and measurement. In Brannick, M. T., Salas, E., & Prince, C. W. (Eds.), Team Performance Assessment and Measurement (pp. 97–120). Psychology Press.Google Scholar
Bradley, B. H., Postlethwaite, B. E., Klotz, A. C., Hamdani, M. R., & Brown, K. G. (2012). Reaping the benefits of task conflict in teams: the critical role of team psychological safety climate. Journal of Applied Psychology, 97(1), 151. https://psycnet.apa.org/doi/10.1037/a0024200Google Scholar
Bresman, H., & Zellmer-Bruhn, M. (2013). The structural context of team learning: Effects of organizational and team structure on internal and external learning. Organization Science, 24(4), 1120–1139. https://doi.org/10.1287/orsc.1120.0783Google Scholar
Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595–616. https://doi.org/10.1016/j.leaqua.2006.10.004Google Scholar
Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organizational Behavior and Human Decision Processes, 97(2), 117–134. https://doi.org/10.1016/j.obhdp.2005.03.002Google Scholar
Bunderson, J. S., & Boumgarden, P. (2010). Structure and learning in self-managed teams: Why “bureaucratic” teams can be better learners. Organization Science, 21(3), 609–s624. https://doi.org/10.1287/orsc.1090.0483Google Scholar
Burke, C. S., Stagl, K. C., Salas, E., Pierce, L., & Kendall, D. (2006). Understanding team adaptation: A conceptual analysis and model. Journal of Applied Psychology, 91(6), 1189–1207. https://doi-org.leo.lib.unomaha.edu/10.1037/0021-9010.91.6.1189Google Scholar
Burningham, C., & West, M. A. (1995). Individual, climate, and group interaction processes as predictors of work team innovation. Small Group Research, 26(1), 106–117. https://doi.org/10.1177%2F1046496495261006Google Scholar
Carmeli, A., Brueller, D., & Dutton, J. E. (2009). Learning behaviours in the workplace: The role of high‐quality interpersonal relationships and psychological safety. Systems Research and Behavioral Science, 26(1), 81–98. https://doi.org/10.1002/sres.932Google Scholar
Carmeli, A., & Gittell, J. H. (2009). High‐quality relationships, psychological safety, and learning from failures in work organizations. Journal of Organizational Behavior, 30(6), 709–729. https://doi.org/10.1002/job.565Google Scholar
Carmeli, A., Reiter-Palmon, R., & Ziv, E. (2010). Inclusive leadership and employee involvement in creative tasks in the workplace: The mediating role of psychological safety. Creativity Research Journal, 22(3), 250-260. https://doi.org/10.1080/10400419.2010.504654Google Scholar
Carmeli, A., Sheaffer, Z., Binyamin, G., Reiter‐Palmon, R., & Shimoni, T. (2014). Transformational leadership and creative problem‐solving: The mediating role of psychological safety and reflexivity. The Journal of Creative Behavior, 48(2), 115–135. https://doi.org/10.1002/jocb.43Google Scholar
Carmeli, A., & Zisu, M. (2009). The relational underpinnings of quality internal auditing in medical clinics in Israel. Social Science & Medicine, 68(5), 894–902. https://doi.org/10.1016/j.socscimed.2008.12.031Google Scholar
Černe, M., Nerstad, C. G., Dysvik, A., & Škerlavaj, M. (2014). What goes around comes around: Knowledge hiding, perceived motivational climate, and creativity. Academy of Management Journal, 57(1), 172–192. https://doi.org/10.5465/amj.2012.0122Google Scholar
Chen, L., Wadei, K. A., Bai, S., & Liu, J. (2020). Participative leadership and employee creativity: A sequential mediation model of psychological safety and creative process engagement. Leadership & Organization Development Journal, 41(6), 741–759. https://doi-org.leo.lib.unomaha.edu/10.1108/LODJ-07-2019-0319Google Scholar
Choo, A. S., Linderman, K. W., & Schroeder, R. G. (2007). Method and psychological effects on learning behaviors and knowledge creation in quality improvement projects. Management Science, 53(3), 437–450. https://doi-org.leo.lib.unomaha.edu/10.1287/mnsc.1060.0635Google Scholar
Curşeu, P. L., & Schruijer, S. G. (2010). Does conflict shatter trust or does trust obliterate conflict? Revisiting the relationships between team diversity, conflict, and trust. Group Dynamics: Theory, Research, and Practice, 14(1), 66–79. https://psycnet.apa.org/doi/10.1037/a0017104Google Scholar
Detert, J. R., & Burris, E. R. (2007). Leadership behavior and employee voice: Is the door really open? Academy of Management Journal, 50(4), 869–884. https://doi.org/10.5465/amj.2007.26279183Google Scholar
Edmondson, A. C. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350–383. https://doi.org/10.2307%2F2666999Google Scholar
Edmondson, A. C. (2004). Psychological safety, trust, and learning in organizations: A group-level lens. In Kramer, R. M. & Cook, K. S. (Eds.), Trust and Distrust in Organizations: Dilemmas and Approaches. (pp. 239–272). Russell Sage Foundation.Google Scholar
Edmondson, A. C., & Lei, Z. (2014). Psychological safety: The history, renaissance, and future of an interpersonal construct. Annual Review of Organizational Psychology and Organizational Behavior, 1(1), 23–43. https://doi.org/10.1146/annurev-orgpsych-031413-091305Google Scholar
Eisenberg, J., & DiTomaso, N. (2019). Structural decisions about configuration, assignments, and geographical distribution in teams: Influences on team communications and trust. Human Resource Management Review, 100739. https://doi.org/10.1016/j.hrmr.2019.100739Google Scholar
Ekvall, G. (1996). Organizational climate for creativity and innovation. European Journal of Work and Organizational Psychology, 5(1), 105–123. https://doi.org/10.1080/13594329608414845Google Scholar
Fleming, M., Clarke, W., Das, S., Phongthiengtham, P., & Reddy, P. (2019). The future of work: How new technologies are transforming tasks [Report]. MITIBM Watson AI Lab.Google Scholar
Gonçalves, L., & Brandão, F. (2017). The relation between leader’s humility and team creativity: The mediating effect of psychological safety and psychological capital. International Journal of Organizational Analysis, 25(4), 687–702. https://doi.org/10.1108/IJOA-06-2016-1036Google Scholar
Gong, Y., Cheung, S. Y., Wang, M., & Huang, J. C. (2012). Unfolding the proactive process for creativity: Integration of the employee proactivity, information exchange, and psychological safety perspectives. Journal of Management, 38(5), 1611–1633. https://doi-org.leo.lib.unomaha.edu/10.1177/0149206310380250Google Scholar
Gong, Y., Huang, J. C., & Farh, J. L. (2009). Employee learning orientation, transformational leadership, and employee creativity: The mediating role of employee creative self-efficacy. Academy of Management Journal, 52(4), 765–778. https://doi.org/10.5465/amj.2009.43670890Google Scholar
Greenbaum, R. L., Bonner, J. M., Mawritz, M. B., Butts, M. M., & Smith, M. B. (2020). It is all about the bottom line: Group bottom‐line mentality, psychological safety, and group creativity. Journal of Organizational Behavior, 41(6), 503–517. https://doi.org/10.1002/job.2445Google Scholar
Gu, Q., Wang, G. G., & Wang, L. (2013). Social capital and innovation in R&D teams: the mediating roles of psychological safety and learning from mistakes. R&D Management, 43(2), 89–102. https://doi.org/10.1111/radm.12002Google Scholar
Hackman, J. R. (1987). The design of work teams. In Lorsch, J. W. (Ed.), Handbook of Organizational Behavior (pp. 315–342). Prentice-Hall.Google Scholar
Han, S. J., Lee, Y., & Beyerlein, M. (2019). Developing team creativity: The influence of psychological safety and relation‐oriented shared leadership. Performance Improvement Quarterly, 32(2), 159–182. https://doi.org/10.1002/piq.21293Google Scholar
Harvey, S. (2014). Creative synthesis: Exploring the process of extraordinary group creativity. Academy of Management Review, 39(3), 324–343. https://doi.org/10.5465/amr.2012.0224Google Scholar
Harvey, S., & Kou, C. (2018). Social processes and team creativity: Locating collective creativity in team interactions. In Reiter-Palmon, R. (Ed.), Team Creativity and Innovation. (pp. 87–127). Oxford University Press.Google Scholar
Hirak, R., Peng, A. C., Carmeli, A., & Schaubroeck, J. M. (2012). Linking leader inclusiveness to work unit performance: The importance of psychological safety and learning from failures. The Leadership Quarterly, 23(1), 107–117. https://doi.org/10.1016/j.leaqua.2011.11.009Google Scholar
Hoffman, B. J., Bynum, B. H., Piccolo, R. F., & Sutton, A. W. (2011). Person-organization value congruence: How transformational leaders influence work group effectiveness. Academy of Management Journal, 54(4), 779-796. https://doi.org/10.5465/amj.2011.64870139Google Scholar
Hu, J., Erdogan, B., Jiang, K., Bauer, T. N., & Liu, S. (2018). Leader humility and team creativity: The role of team information sharing, psychological safety, and power distance. Journal of Applied Psychology, 103(3), 313–323. https://doi-org.leo.lib.unomaha.edu/10.1037/apl0000277Google Scholar
Hu, J., Wang, Z., Liden, R. C., & Sun, J. (2012). The influence of leader core self-evaluation on follower reports of transformational leadership. The Leadership Quarterly, 23(5), 860-868. https://doi.org/10.1016/j.leaqua.2012.05.004Google Scholar
Huang, C. C., Chu, C. Y., & Jiang, P. C. (2008, September). An empirical study of psychological safety and performance in technology R&D teams. In 2008 4th IEEE International Conference on Management of Innovation and Technology (pp. 1423–1427). IEEE. http://doi.org/10.1109/ICMIT.2008.4654580Google Scholar
Huang, C. C., & Jiang, P. C. (2012). Exploring the psychological safety of R&D teams: An empirical analysis in Taiwan. Journal of Management & Organization, 18(2), 175–192. https://doi.org/10.5172/jmo.2012.18.2.175Google Scholar
Hunter, S. T., Bedell, K. E., & Mumford, M. D. (2007). Climate for creativity: A quantitative review. Creativity Research Journal, 19(1), 69–90. https://doi.org/10.1080/10400410709336883Google Scholar
Kark, R., & Carmeli, A. (2009). Alive and creating: The mediating role of vitality and aliveness in the relationship between psychological safety and creative work involvement. Journal of Organizational Behavior, 30(6), 785–804. https://doi.org/10.1002/job.571Google Scholar
Kessel, M., Kratzer, J., & Schultz, C. (2012). Psychological safety, knowledge sharing, and creative performance in healthcare teams. Creativity and Innovation Management, 21(2), 147–157. https://doi.org/10.1111/j.1467-8691.2012.00635.xGoogle Scholar
Liu, K., & Ge, Y. (2020). How psychological safety influences employee creativity in China: Work engagement as a mediator. Social Behavior and Personality: An International Journal, 48(8), 1–7. https://doi-org.leo.lib.unomaha.edu/10.2224/sbp.9211Google Scholar
Liu, W., Zhang, P., Liao, J., Hao, P., & Mao, J. (2016). Abusive supervision and employee creativity: The mediating role of psychological safety and organizational identification. Management Decision, 54(1), 130–147. https://doi.org/10.1108/MD-09-2013-0443Google Scholar
Liu, Y., Keller, R. T., & Bartlett, K. R. (2021). Initiative climate, psychological safety and knowledge sharing as predictors of team creativity: A multilevel study of research and development project teams. Creativity and Innovation Management, 30(3), 498–510. https://doi-org.leo.lib.unomaha.edu/10.1111/caim.12438Google Scholar
Madjar, N., & Ortiz-Walters, R. (2009). Trust in supervisors and trust in customers: Their independent, relative, and joint effects on employee performance and creativity. Human Performance, 22(2), 128–142. https://doi.org/10.1080/08959280902743501Google Scholar
Mathieu, J., Maynard, M. T., Rapp, T., & Gilson, L. (2008). Team effectiveness 1997_2007: A review of recent advancements and a glimpse into the future. Journal of Management, 34(3), 410–476. https://doi.org/10.1177%2F0149206308316061Google Scholar
McIntyre, R. M., & Salas, E. (1995). Measuring and managing for team performance: Emerging principles from complex environments. In Guzzo, R. & Salas, E. (Eds.), Team Effectiveness and Decision Making in Organizations (pp. 149–203). Jossey-Bass.Google Scholar
Men, C., Fong, P. S., Huo, W., et al. (2020). Ethical leadership and knowledge hiding: a moderated mediation model of psychological safety and mastery climate. Journal of Business Ethics, 166(3), 461–472. https://doi.org/10.1007/s10551–018-4027-7Google Scholar
Mumford, M. D., Scott, G. M., Gaddis, B., & Strange, J. M. (2002). Leading creative people: Orchestrating expertise and relationships. The Leadership Quarterly, 13(6), 705–750. https://doi.org/10.1016/S1048–9843(02)00158-3Google Scholar
Nembhard, I. M., & Edmondson, A. C. (2006). Making it safe: The effects of leader inclusiveness and professional status on psychological safety and improvement efforts in health care teams. Journal of Organizational Behavior, 27(7), 941–966. https://doi.org/10.1002/job.413Google Scholar
Nicholson, N., & West, M. (1988). Managerial Job Change: Men and Women in Transition. Cambridge University Press.Google Scholar
Paulus, P. B., & Nijstad, B. A. (Eds.). (2003). Group Creativity: Innovation through Collaboration. Oxford University Press.Google Scholar
Peng, J., Wang, Z., & Chen, X. (2019). Does self-serving leadership hinder team creativity? A moderated dual-path model. Journal of Business Ethics, 159(2), 419–433. https://doi.org/10.1007/s10551–018-3799-0Google Scholar
Reiter-Palmon, R. (2021). Leading for team creativity: Managing people and processes. In McKay, A. S., Reiter-Palmon, R., & Kaufman, J. C. (Eds.), Creative success in teams (pp. 33–54). Academic Press.Google Scholar
Reiter-Palmon, R., & Illies, J. J. (2004). Leadership and creativity: Understanding leadership from a creative problem-solving perspective. The Leadership Quarterly, 15(1), 55–77. https://doi.org/10.1016/j.leaqua.2003.12.005Google Scholar
Reiter-Palmon, R., Kramer, W., Allen, J. A., Murugavel, V. R., & Leone, S. A. (2021). Creativity in virtual teams: A review and agenda for future research. Creativity: Research, Application, Theory, 8(1), 165–188. https://doi.org/10.2478/ctra-2021-0011Google Scholar
Reiter-Palmon, R., & Paulus, P. B. (2020). Cognitive and social processes in team creativity. In Mumford, M. D. (Ed.), Creativity and Innovation in Organizations (pp. 161–190). Routledge.Google Scholar
Reiter-Palmon, R., Wigert, B., & de Vreede, T. (2011). Team creativity and innovation: The effect of group composition, social processes, and cognition. In Mumford, M. D. (Ed.), Handbook of Organizational Creativity (pp. 295–326). Academic Press. https://doi.org/10.1016/B978–0-12-374714-3.00013-6Google Scholar
Rousseau, V., Aubé, C., & Savoie, A. (2006). Teamwork behaviors: A review and an integration of frameworks. Small Group Research, 37(5), 540–570. https://doi.org/10.1177%2F1046496406293125Google Scholar
Salas, E., Sims, D. E., & Klein, C. (2004). Cooperation at work. In Spielberger, C. (Ed.), Encyclopedia of Applied Psychology, (pp. 497–505). Academic Press.Google Scholar
Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a “big five” in teamwork? Small Group Research, 36(5), 555–599. https://doi.org/10.1177%2F1046496405277134Google Scholar
Salas, E., Stagl, K. C., Burke, C. S., & Goodwin, G. F. (2007). Fostering team effectiveness in organizations: Toward an integrative theoretical framework. In Shuart, B., Spaulding, W., & Poland, J. (Eds.), Modeling Complex Systems (pp. 185–243). University of Nebraska Press.Google Scholar
Schippers, M. C., Edmondson, A. C., & West, M. A. (2014). Team reflexivity as an antidote to team information-processing failures. Small Group Research, 45(6), 731–769. https://doi-org.leo.lib.unomaha.edu/10.1177/1046496414553473Google Scholar
Schulte, M., Cohen, N. A., & Klein, K. J. (2010). The coevolution of network ties and perceptions of team psychological safety. Organization Science, 23(2), 564–581. https://doi.org/10.1287/orsc.1100.0582Google Scholar
Shalley, C. E., Zhou, J., & Oldham, G. R. (2004). The effects of personal and contextual characteristics on creativity: Where should we go from here?. Journal of Management, 30(6), 933–958. https://doi.org/10.1016/j.jm.2004.06.007Google Scholar
Singh, B., Winkel, D. E., & Selvarajan, T. T. (2013). Managing diversity at work: Does psychological safety hold the key to racial differences in employee performance? Journal of Occupational and Organizational Psychology, 86(2), 242–263. https://doi.org/10.1111/joop.12015Google Scholar
Tu, Y., Lu, X., Choi, J. N., & Guo, W. (2019). Ethical leadership and team-level creativity: Mediation of psychological safety climate and moderation of supervisor support for creativity. Journal of Business Ethics, 159(2), 551–565. https://doi.org/10.1007/s10551–018-3839-9Google Scholar
Tucker, A. L., Nembhard, I. M., & Edmondson, A. C. (2007). Implementing new practices: An empirical study of organizational learning in hospital intensive care units. Management Science, 53(6), 894–907. https://doi.org/10.1287/mnsc.1060.0692Google Scholar
Vinarski-Peretz, H., & Carmeli, A. (2011). Linking care felt to engagement in innovative behaviors in the workplace: The mediating role of psychological conditions. Psychology of Aesthetics, Creativity, and the Arts, 5(1), 43. https://psycnet.apa.org/doi/10.1037/a0018241Google Scholar
Wadei, K. A., Chen, L., Frempong, J., & Appienti, W. A. (2021). The mediation effect of ethical leadership and creative performance: A social information processing perspective. The Journal of Creative Behavior, 55(1), 241–254. https://doi.org/10.1002/jocb.449Google Scholar
Wang, Y., Liu, J., & Zhu, Y. (2018). Humble leadership, psychological safety, knowledge sharing, and follower creativity: A cross-level investigation. Frontiers in Psychology, 9, 1727. https://doi.org/10.3389/fpsyg.2018.01727Google Scholar
West, M. A., & Anderson, N. R. (1996). Innovation in top management teams. Journal of Applied Psychology, 81(6), 680–693. https://psycnet.apa.org/doi/10.1037/0021-9010.81.6.680Google Scholar
West, M. A., Hirst, G., Richter, A., & Shipton, H. (2004). Twelve steps to heaven: Successfully managing change through developing innovative teams. European Journal of Work and Organizational Psychology, 13(2), 269–299. https://doi.org/10.1080/13594320444000092Google Scholar
West, M. A., & Richter, A. (2008). Climates and cultures for innovation and creativity at work. In Zhou, J. & Shalley, C. E. (Eds.), Handbook of Organizational Creativity (pp. 211–236). Erlbaum.Google Scholar
Whiting, K. (2020, October 21). These Are the Top 10 Job Skills of Tomorrow: And How Long It Takes to Learn Them. World Economic Forum. https://www.weforum.org/agenda/2020/10/top-10-work-skills-of-tomorrow-how-long-it-takes-to-learn-them/Google Scholar
Wilkens, R., & London, M. (2006). Relationships between climate, process, and performance in continuous quality improvement groups. Journal of Vocational Behavior, 69(3), 510–523. https://doi.org/10.1016/j.jvb.2006.05.005Google Scholar
Wong, Y. Y., Chow, I. H. S., Lau, V. P., & Gong, Y. (2018). Benefits of team participative decision making and its potential to affect individual creativity. Journal of Applied Social Psychology, 48(7), 369–376. https://doi.org/10.1111/jasp.12517Google Scholar
Yin, J., Ma, Z., Yu, H., Jia, M., & Liao, G. (2019). Transformational leadership and employee knowledge sharing: explore the mediating roles of psychological safety and team efficacy. Journal of Knowledge Management, 24(2), 150–171. https://doi.org/10.1108/JKM-12-2018-0776Google Scholar
Younas, A., Wang, D., Javed, B., et al. (2020). Positive psychological states and employee creativity: The role of ethical leadership. The Journal of Creative Behavior, 54(3), 567–581. https://doi.org/10.1002/jocb.391Google Scholar
Zare, M., & Flinchbaugh, C. (2019). Voice, creativity, and big five personality traits: A meta-analysis. Human Performance, 32(1), 30–51. https://doi.org/10.1080/08959285.2018.1550782Google Scholar
Zhou, Q., & Pan, W. (2015). A cross-level examination of the process linking transformational leadership and creativity: The role of psychological safety climate. Human Performance, 28(5), 405–424. https://doi.org/10.1080/08959285.2015.1021050Google Scholar

References

Agars, M. D., Kaufman, J. C., Deane, A., & Smith, B. (2012). Fostering individual creativity through organizational context: A review of recent research and recommendations for organizational leaders. In Mumford, M. D. (Ed.), Handbook of Organizational Creativity (pp. 271–291). Elsevier. https://doi.org/10.1016/B978-0-12-374714-3.00012-4Google Scholar
Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40(1), 39–58. https://doi.org/10.2307/41165921Google Scholar
Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50(3), 367–403. https://doi.org/10.2189/asqu.2005.50.3.367Google Scholar
Amabile, T. M., Conti, R., Coon, H., Lazenby, J., & Herron, M. (1996). Assessing the work environment for creativity. Academy of Management Journal, 39(5), 1154–1184. https://doi.org/10.2307/256995Google Scholar
Amabile, T. M., Schatzel, E. A., Moneta, G. B., & Kramer, S. J. (2004). Leader behaviors and the work environment for creativity: Perceived leader support. The Leadership Quarterly, 15(1), 5–32. https://doi.org/10.1016/j.leaqua.2003.12.003Google Scholar
Andersen, P. H. & Kragh, H. (2013). Managing creativity in business market relationships. Industrial Marketing Management, 42(1). 82–85. https://doi.org/10.1016/j.indmarman.2012.11.007Google Scholar
Ashby, F. G., Isen, A. M., & Turken, A. U. (1999). A neuropsychological theory of positive affect and its influence on cognition. Psychological Review, 106(3), 529–50. https://doi.org/10.1037/0033-295x.106.3.529Google Scholar
Ashkanasy, N. M. (2003). Emotions in organizations: A multi-level perspective. In Dansereau, F. & Yammarino, F. J. (Eds.), Multi-Level Issues in Organizational Behavior and Strategy (Research in Multi-Level Issues, vol. 2, pp. 9–54). Emerald. https://doi.org/10.1016/S1475-9144(03)02002-2Google Scholar
Ashkanasy, N. M., & Humphrey, R. H. (2011). Current emotion research in organizational behavior. Emotion Review, 3(2), 214–224. https://doi.org/10.1177/1754073910391684Google Scholar
Atwater, L., & Carmeli, A. (2009). Leader-member exchange, feelings of energy, and involvement in creative work. The Leadership Quarterly, 20(3), 264–275. https://doi.org/10.1016/j.leaqua.2007.07.009Google Scholar
Bass, B. M. & Avolio, B.J. (1990). Developing transformational leadership: 1992 and beyond. Journal of European Industrial Training, 14 (5), 21–27. https://doi.org/10.1108/03090599010135122Google Scholar
Baas, M., De Dreu, C. K. W., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134(6), 779–806. https://doi.org/10.1037/a0012815Google Scholar
Baer, J. (2015). The importance of domain-specific expertise in creativity. Roeper Review: A Journal on Gifted Education, 37(3), 165–178. https://doi.org/10.1080/02783193.2015.1047480Google Scholar
Baumann, J., & DeSteno, D. (2012). Context explains divergent effects of anger on risk taking. Emotion, 12(6), 1196–1199. https://doi.org/10.1037/a0029788Google Scholar
Carmeli, A., Gelbard, R., & Reiter-Palmon, R. (2013). Leadership, creative problem-solving capacity, and creative performance: The importance of knowledge sharing. Human Resource Management, 52(1), 95–121. https://doi.org/10.1002/hrm.21514Google Scholar
Chen, A. S. Y., & Hou, Y. H. (2016). The effects of ethical leadership, voice behavior and climates for innovation on creativity: A moderated mediation examination. The Leadership Quarterly, 27(1), 1–13. https://doi.org/10.1016/j.leaqua.2015.10.007Google Scholar
Choi, J. N., Sung, S. Y., Lee, K., & Cho, D. S. (2011). Balancing cognition and emotion: Innovation implementation as a function of cognitive appraisal and emotional reactions toward innovation. Journal of Organizational Behavior, 32(1), 107–124. https://doi.org/10.1002/job.684Google Scholar
Clore, G. L., Schwarz, N., & Conway, M. (1994). Affective causes and consequences of social information processing. In Wyer, R. S., Jr. & Srull, T. K. (Eds.), Handbook of Social Cognition: Basic Processes: Applications (pp. 323–417). Erlbaum.Google Scholar
Connelly, F., Friedrich, T., Vessey, W. B., et al. (2013). A conceptual framework of emotion management in leadership contexts. In Riggio, R. E. & Tan, S. J. (Eds.), Leader Interpersonal and Influence Skills: The Soft Skills of Leadership (pp. 101–137). Routledge.Google Scholar
Connelly, S., & Torrence, B. S. (2018). The relevance of discrete emotional experiences for human resource management: Connecting positive and negative emotions to HRM. In Research in Personnel and Human Resources Management. Emerald. https://doi.org/10.1108/S0742-730120180000036001Google Scholar
Davis, M. A. (2009). Understanding the relationship between mood and creativity: A meta-analysis. Organizational Behavior and Human Decision Processes, 108(1), 25–38. https://doi.org/10.1016/j.obhdp.2008.04.001Google Scholar
De Dreu, C. K. W., Nijstad, B. A., & van Knippenberg, D. (2008). Motivated information processing in group judgment and decision making. Personality and Social Psychology Review, 12(1), 22–49. https://doi.org/10.1177/1088868307304092Google Scholar
Desivilya, H. S., Somech, A., & Lidgoster, H. (2010). Innovation and conflict management in work teams: The effects of team identification and task and relationship conflict. Negotiation and Conflict Management Research, 3(1), 28–48. https://doi.org/10.1111/j.1750-4716.2009.00048.xGoogle Scholar
Drazin, R., Glynn, M. A., & Kazanjian, R. K. (1999). Multilevel theorizing about creativity in organizations: A sensemaking perspective. The Academy of Management Review, 24(2), 286–307. https://doi.org/10.2307/259083Google Scholar
Elenkov, D. S., & Manev, I. M. (2009). Senior expatriate leadership’s effects on innovation and the role of cultural intelligence. Journal of World Business, 44(4), 357–369. https://doi.org/10.1016/j.jwb.2008.11.001Google Scholar
Erdogan, B., & Enders, J. (2007). Support from the top: Supervisors’ perceived organizational support as a moderator of leader-member exchange to satisfaction and performance relationships. Journal of Applied Psychology, 92(2), 321–330. https://doi.org/10.1037/0021-9010.92.2.321Google Scholar
Euchner, J., & Henderson, A. (2011). The practice of innovation: Innovation as the management of constraints. Research-Technology Management, 54(2), 47–54. https://doi.org/10.5437/08953608X5402009Google Scholar
Farh, J. L., Lee, C., & Farh, C. I. (2010). Task conflict and team creativity: A question of how much and when. Journal of Applied Psychology, 95(6), 1173–1180. https://doi.org/10.1037/a0020015Google Scholar
Feist, G. J. (1999). The influence of personality on artistic and scientific creativity. In Sternberg, R. J. (Ed.), Handbook of Creativity (pp. 273–296). Cambridge University Press.Google Scholar
Fong, C. T. (2006). The effects of emotional ambivalence on creativity. The Academy of Management Journal, 49(5), 1016–1030. https://doi.org/10.5465/amj.2006.22798182Google Scholar
George, J. M., & Zhou, J. (2002). Understanding when bad moods foster creativity and good ones don’t: The role of context and clarity of feelings. Journal of Applied Psychology, 87(4), 687–697. https://doi.org/10.1037/0021-9010.87.4.687Google Scholar
Gooty, J., Gavin, M., & Ashkanasy, N. M. (2009). Emotions research in OB: The challenges that lie ahead. Journal of Organizational Behavior, 30(6), 833–838. https://doi.org/10.1002/job.v30:610.1002/job.619Google Scholar
Graen, G., Novak, M. A., & Sommerkamp, P. (1982). The effects of leader–member exchange and job design on productivity and satisfaction: Testing a dual attachment model. Organizational Behavior and Human Performance, 30(1), 109–131. https://doi.org/10.1016/0030-5073(82)90236-7Google Scholar
Graen, G. B., & Scandura, T. A. (1987). Toward a psychology of dyadic organizing. Research in Organizational Behavior, 9, 175–208.Google Scholar
Graen, G. B., & Uhl-Bien, M. (1995). Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective. The Leadership Quarterly, 6(2), 219–247. https://doi.org/10.1016/1048-9843(95)90036-5Google Scholar
Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5(1), 95–110. https://doi.org/10.1037/1076-8998.5.1.95Google Scholar
Grandey, A. A., Diefendorff, J. M., & Rupp, D. E. (2013). Emotional Labor in the 21st Century: Diverse Perspectives on Emotion Regulation at Work. Routledge, Taylor & Francis Group.Google Scholar
Gray, H. M., Ishii, K., & Ambady, N. (2011). Misery loves company: When sadness increases the desire for social connectedness. Personality and Social Psychology Bulletin, 37(11), 1438–1448. http://doi.org/10.1177/0146167211420167Google Scholar
Griffith, J. A., Connelly, S., & Thiel, C. E. (2014). Emotion regulation and intragroup conflict: When more distracted minds prevail. International Journal of Conflict Management, 25(2), 148–170. https://doi.org/10.1108/IJCMA-04-2012-0036Google Scholar
Guo, L., Decoster, S., Babalola, M. T., et al. (2018). Authoritarian leadership and employee creativity: The moderating role of psychological capital and the mediating role of fear and defensive silence. Journal of Business Research, 92, 219–230. https://doi.org/10.1016/j.jbusres.2018.07.03Google Scholar
Henderson, D. F., Liden, R. C., Glibkowski, B. C., & Chaudhry, A. (2009). LMX differentiation: A multilevel review and examination of its antecedents and outcomes. The Leadership Quarterly, 20(4), 517–534. https://doi.org/10.1016/j.leaqua.2009.04.003Google Scholar
Hochschild, A. R. (1983). The Managed Heart Commercialization of Human Feeling. University of California Press.Google Scholar
Howell, J. & Boies, K. (2004). Champions of technological innovation: The influence of contextual knowledge, role orientation, idea generation, and idea promotion on champion emergence. The Leadership Quarterly, 15(1), 123–143. https://doi.org/10.1016/j.leaqua.2003.12.008Google Scholar
Hughes, D. J., Lee, A., Tian, A. W., Newman, A., & Legood, A. (2018). Leadership, creativity, and innovation: A critical review and practical recommendations. The Leadership Quarterly, 29(5), 549–569. https://doi.org/10.1016/j.leaqua.2018.03.001Google Scholar
Humphrey, R. H., Pollack, J. M., & Hawver, T. (2008). Leading with emotional labor. Journal of Managerial Psychology, 23(2), 151–168. https://doi.org/10.1108/02683940810850790Google Scholar
Huy, Q. N. (2002). Emotional balancing of organizational continuity and radical change: The contribution of middle managers. Administrative Science Quarterly, 47(1), 31–69. https://doi.org/10.2307/3094890Google Scholar
Isen, A. M. (2004). Some perspectives on positive feelings and emotions: Positive affect facilitates thinking and problem solving. In Manstead, A. S. R., Frijda, N., & Fischer, A. (Eds.), Feelings and Emotions: The Amsterdam Symposium (pp. 263–281). Cambridge University Press. https://doi.org/10.1017/CBO9780511806582.016Google Scholar
Ivcevic, Z., Moeller, J., Menges, J., & Brackett, M. (2021). Supervisor emotionally intelligent behavior and employee creativity. The Journal of Creative Behavior, 55(1), 79–91. https://doi.org/10.1002/jocb.436Google Scholar
Jansen, J. J. P., Vera, D., & Crossan, M. (2009). Strategic leadership for exploration and exploitation: The moderating role of environmental dynamism. The Leadership Quarterly, 20(1), 5–18. https://doi.org/10.1016/j.leaqua.2008.11.008Google Scholar
Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. Human Relations, 67(10), 1265–1290. https://doi.org/10.1177/0018726714532856Google Scholar
Kaufman, J. C., & Beghetto, R. A. (2009). Beyond big and little: The Four C model of creativity. Review of General Psychology, 13(1), 1–12. https://doi.org/10.1037/a0013688Google Scholar
Keller, R. T. (2001). Cross-functional project groups in research and new product development: Diversity, communications, job stress and outcomes. Academy of Management Journal, 44(3), 547–555. https://doi.org/10.2307/3069369Google Scholar
Kelly, J. R., & Barsade, S. G. (2001). Mood and emotions in small groups and work teams. Organizational Behavior and Human Decision Processes, 86(1), 99–130. https://doi.org/10.1006/obhd.2001.2974Google Scholar
Keltner, D., & Haidt, J. (1999). Social functions of emotions at four levels of analysis. Cognition and Emotion, 13(5), 505–521. https://doi.org/10.1080/026999399379168Google Scholar
Koen, P. A., Bertels, H. M. J., & Kleinschmidt, E. J. (2014). Managing the front-end of innovation – Part I: Results from a three-year study. Research-Technology Management, 57(2), 34–43. https://doi.org/10.5437/08956308X5702145Google Scholar
Kung, F. Y. H., & Chao, M. M. (2019). The impact of mixed emotions on creativity in negotiation: An interpersonal perspective. Frontiers in Psychology, 9(2660), 1–14. https://doi.org/10.3389/fpsyg.2018.02660Google Scholar
Lerner, J. S., & Tiedens, L. Z. (2006). Portrait of the angry decision maker: How appraisal tendencies shape anger’s influence on cognition. Journal of Behavioral Decision Making, 19(2), 115–137. https://doi.org/10.1002/bdm.515Google Scholar
Lewis, K. M. (2000). When leaders display emotion: How followers respond to negative emotional expression of male and female leaders. Journal of Organizational Behavior, 21(2), 221–234. https://doi.org/10.1002/(SICI)1099-1379(200003)21:2<221::AID-JOB36>3.0.CO;2-0Google Scholar
Li, Y., Yang, B., & Ma, L. (2018). When is task conflict translated into employee creativity? The moderating role of growth need strength. Journal of Personnel Psychology, 17(1), 22–32. https://doi.org/10.1027/1866-5888/a000192Google Scholar
Liden, R. C., Sparrowe, R. T., & Wayne, S. J. (1997). Leader-member exchange theory: The past and potential for the future. In Ferris, G. R (Ed.), Research in Personnel and Human Resources Management (vol. 15, pp. 47–119). Elsevier Science/JAI Press. https://doi.org/10.1037/0021-9010.86.4.697Google Scholar
Little, L. M., Gooty, J., & Williams, M. (2016). The role of leader emotion management in leader–member exchange and follower outcomes. The Leadership Quarterly, 27(1), 85–97. https://doi.org/10.1016/j.leaqua.2015.08.007Google Scholar
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695–706. https://doi.org/10.1002/job.165Google Scholar
Madrid, H. P., Niven, K., & Vasquez, C. A. (2019). Leader interpersonal emotion regulation and innovation in teams. Journal of Occupational and Organizational Psychology, 92(4), 787–905. https://doi.org/10.1111/joop.12292Google Scholar
Marion, R. (2012). Leadership of creativity: Entity-based, relational, and complexity perspectives. In Mumford, M. D. (Ed.), Handbook of Organizational Creativity (pp. 457–479). Elsevier Academic Press. https://doi.org/10.1016/B978-0-12-374714-3.00018-5Google Scholar
Mastria, S., Agnoli, S., & Corazza, G. E. (2019). How does emotion influence the creativity evaluation of exogenous alternative ideas? PloS ONE, 14(7). https://doi.org/10.1371/journal.pone.0219298Google Scholar
McMahon, S. R., & Ford, C. M. (2013). Heuristic transfer in the relationship between leadership and employee creativity. Journal of Leadership & Organizational Studies, 20(1), 69–83. https://doi.org/10.1177/1548051812465894Google Scholar
Mohammed, S., Ferzandi, L., & Hamilton, K. (2010). Metaphor no more: A 15-year review of the team mental model construct. Journal of Management, 36(4), 876–910. https://doi.org/10.1177/0149206309356804Google Scholar
Mumford, M. D., Gibson, C., Giorgini, V., & Mecca, J. (2014). Leading for creativity: People, products, and systems. In Day, D. V. (Ed.), The Oxford Handbook of Leadership and Organizations (pp. 757–782). Oxford University Press.Google Scholar
Mumford, M. D., & McIntosh, T. (2017). Creative thinking processes: The past and the future. Journal of Creative Behavior, 51(4), 317–322. https://doi.org/10.1002/jocb.197Google Scholar
Mumford, M. D., Scott, G. M., Gaddis, B., & Strange, J. M. (2002). Leading creative people: Orchestrating expertise and relationships. The Leadership Quarterly, 13(6), 705–750. https://doi.org/10.1016/S1048-9843(02)00158-3Google Scholar
Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11–35. https://doi.org/10.1016/S1048-9843(99)00041-7Google Scholar
Ng, T. W. H., & Feldman, D. C. (2012). The effects of organizational and community embeddedness on work-to-family and family-to-work conflict. Journal of Applied Psychology, 97(6), 1233–1251. https://doi.org/10.1037/a0029089Google Scholar
Ohly, S., Kase, R., & Skerlavaj, M. (2010). Networks for generating and for validating ideas: The social side of creativity. Innovation, 12(1), 41–52. https://doi.org/10.5172/impp.12.1.41Google Scholar
Olsson, L., Hemlin, S., & Pousette, A. (2012). A multi-level analysis of leader-member exchange and creative performance in research groups. The Leadership Quarterly, 23(3), 604–619. https://doi.org/10.1016/j.leaqua.2011.12.011Google Scholar
Pan, W., Sun, L.Y., & Chow, I. H. S. (2012). Leader-member exchange and employee creativity: Test of a multilevel moderated mediation model. Human Performance, 25(5), 432–451. https://doi.org/10.1080/08959285.2012.721833Google Scholar
Park, I. J, Shim, S., Hai, S., Kwon, S., & Kim, T. G. (2021). Cool down emotion, don’t be fickle! The role of paradoxical leadership in the relationship between emotional stability and creativity. The International Journal of Human Resource Management, 1–31. https://doi.org/10.1080/09585192.2021.1891115Google Scholar
Parker, S. K., & Collins, C. G. (2010). Taking stock: Integrating and differentiating multiple proactive behaviors. Journal of Management, 36(3), 633–662. https://doi.org/10.1177/0149206308321554Google Scholar
Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual Review of Psychology, 63, 539–569. https://doi.org/10.1146/annurev-psych-120710-100452Google Scholar
Pretz, J. E., & McCollum, V. A. (2014). Self-perceptions of creativity do not always reflect actual creative performance. Psychology of Aesthetics, Creativity, and the Arts, 8(2), 227. https://doi.org/10.1037/a0035597Google Scholar
Rank, J., & Frese, M. (2008). The impact of emotions, moods and other affect-related variables on creativity, innovation, and initiative. In Ashkanasy, N. M. & Cooper, C. L. (Eds.), Research Companion to Emotion in Organizations (pp. 103–119). Edward Elgar. https://doi.org/10.4337/9781848443778.00015Google Scholar
Rego, A., Sousa, F., Marques, C., & Pina e Cunha, M. P. (2014). Hope and positive affect mediating the authentic leadership and creativity relationship. Journal of Business Research, 67(2), 200–210. https://doi.org/10.1016/j.jbusres.2012.10.003Google Scholar
Reiter-Palmon, R., & Illies, J. J. (2004). Leadership and creativity: Understanding leadership from a creative problem-solving perspective. The Leadership Quarterly, 15(1), 55–77. https://doi.org/10.1016/j.leaqua.2003.12.005Google Scholar
Reuvers, M., Van Engen, M. L., Vinkenburg, C. J., &Wilson-Evered, E. (2008). Transformational leadership and innovative work behaviour: Exploring the relevance of gender differences. Creativity and Innovation Management, 17(3), 227–244. https://doi.org/10.1111/j.1467-8691.2008.00487.xGoogle Scholar
Ribeiro, N., Duarte, A., Filipe, R., & Torres de Oliveira, R. (2020). How authentic leadership promotes individual creativity: The mediating role of affective commitment. Journal of Leadership and Organizational Studies, 27(2), 189–202. https://doi.org/10.1177/1548051819842796Google Scholar
Riggio, R. E., & Saggi, K. (2015). If we do our job correctly, nobody gets hurt by nepotism. Industrial and Organizational Psychology, 8, 19–21. https://doi.org/10.1017/iop.2014.5Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092Google Scholar
Schermuly, C. C., Meyer, B., & Dämmer, L. (2013). LMX and innovative behavior: The mediating role of psychological empowerment. Journal of Personnel Psychology, 12(3), 132–142. https://doi.org/10.1027/1866-5888/a000093Google Scholar
Schutte, N. S., & Malouff, J. M. (2019). The impact of signature character strengths interventions: A meta-analysis. Journal of Happiness Studies: An Interdisciplinary Forum on Subjective Well-Being, 20(4), 1179–1196. https://doi.org/10.1007/s10902-018-9990-2Google Scholar
Shalley, C. E., & Gilson, L. L. (2004). What leaders need to know: A review of social and contextual factors that can foster or hinder creativity. The Leadership Quarterly, 15(1), 33–53. https://doi.org/10.1016/j.leaqua.2003.12.004Google Scholar
Sy, T., Côté, S., & Saavedra, R. (2005). The contagious leader: Impact of the leader’s mood on the mood of group members, group affective tone, and group processes. Journal of Applied Psychology, 90(2), 295–305. https://doi.org/10.1037/0021-9010.90.2.295Google Scholar
Thiel, C. E., Connelly, S., & Griffith, J. A. (2012). Leadership and emotion management for complex tasks: Different emotions, different strategies. The Leadership Quarterly, 23(3), 517–533. https://doi.org/10.1016/j.leaqua.2011.12.005Google Scholar
Tierney, P., & Farmer, S. M. (2002). Creative self-efficacy: Its potential antecedents and relationship to creative performance. The Academy of Management Journal, 45(6), 1137–1148. https://doi.org/10.5465/3069429Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Rowe, P. A. (2012). Within-person relationships between mood and creativity. Journal of Applied Psychology, 97(3), 599–612. https://doi.org/10.1037/a0026097Google Scholar
Van Kleef, G. A. (2009). How emotions regulate social life: The emotions as social information (EASI) model. Current Directions in Psychological Science, 18(3), 184–188. https://doi.org/10.1111/j.1467-8721.2009.01633.xGoogle Scholar
Van Kleef, G. A., Anastasopoulou, C., & Nijstad, B. A. (2010). Can expressions of anger enhance creativity? A test of the emotions as social information (EASI) model. Journal of Experimental Social Psychology, 46(6), 1042–1048. https://doi.org/10.1016/j.jesp.2010.05.015Google Scholar
Van Knippenberg, D., & Van Kleef, G. A. (2016). Leadership and affect: Moving the hearts and minds of followers. The Academy of Management Annals, 10(1), 799–840. https://doi.org/10.1080/19416520.2016.1160515Google Scholar
Visser, V. A., van Knippenberg, D., van Kleef, G. A., & Wisse, B. (2013). How leader displays of happiness and sadness influence follower performance: Emotional contagion and creative versus analytical performance. The Leadership Quarterly, 24(1), 172–188. https://doi.org/10.1016/j.leaqua.2012.09.003Google Scholar
Volmer, J., Spurk, D., & Niessen, C. (2012). Leader–member exchange (LMX), job autonomy, and creative work involvement. The Leadership Quarterly, 23(3), 456–465. https://doi.org/10.1016/j.leaqua.2011.10.005Google Scholar
Vuori, T. O., & Huy, Q. N. (2016). Distributed attention and shared emotions in the innovation process: How Nokia lost the smartphone battle. Administrative Science Quarterly, 61(1), 9–51. https://doi.org/10.1177/0001839215606951Google Scholar
Weiss, H. M., & Cropanzano, R. (1996). Affective Events Theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. In Staw, B. M. & Cummings, L. L. (Eds.), Research in Organizational Behavior: An Annual Series of Analytical Essays and Critical Reviews (pp. 1–74). Elsevier Science/JAI Press.Google Scholar
Xie, Z., Wu, N., Yue, T., et al. (2020). How leader-member exchange affects creative performance: An examination from the perspective of self-determination theory. Frontiers in Psychology, 11(573793), 1–10. https://doi.org/10.3389/fpsyg.2020.573793Google Scholar
Yu, X., Li, D., Tsai, C. H. & Wang, C. (2019). The role of psychological capital in employee creativity. Career Development International, 24(5), 420–437. https://doi.org/10.1108/CDI-04-2018-0103Google Scholar
Zhang, A. Y., Tsui, A. S., & Wang, D. X. (2011). Leadership behaviors and group creativity in Chinese organizations: the role of group processes. Leadership Quarterly, 22(5), 851–862. https://doi.org/10.1016/j.leaqua.2011.07.007Google Scholar
Zhang, X., & Zhou, K. (2019). Close relationship with the supervisor may impede employee creativity by suppressing vertical task conflict. R&D Management, 49(5), 789–802. https://doi.org/10.1111/radm.12375Google Scholar

References

Amabile, T. M., Barsade, S. G., Mueller, J. S., & Staw, B. M. (2005). Affect and creativity at work. Administrative Science Quarterly, 50, 367–403. https://doi.org/10.2189/asqu.2005.50.3.367Google Scholar
Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48, 97–125. https://doi.org/10.1177/001872679504800201Google Scholar
Ashkanasy, N. M. (2003a). Emotions in organizations: A multi-level perspective. In Dansereau, F., Yammarino, F. J. (Eds.), Research in Multi-Level Issues in Strategy and Methods (vol. 2, pp. 9–54). Emerald Group. https://doi.org/10.1016/s1475–9144(03)02002-2Google Scholar
Ashkanasy, N. M. (2003b). Emotions at multiple levels: An integration. In Dansereau, F. and Yammarino, F. J. (Eds.), Research in Multi-Level Issues in Strategy and Methods (vol. 2, pp. 71–81. Emerald Group. https://doi.org/10.1016/s1475–9144(03)02005-8Google Scholar
Ashkanasy, N. M., & Dorris, A. D. (2017). Emotion in the workplace. Annual Review of Organizational Psychology and Organizational Behavior, 4, 67–90. https://doi.org/10.1146/annurev-orgpsych-032516-113231Google Scholar
Ashkanasy, N. M., & Härtel, C. E. (2014). Positive and negative affective climate and culture: The good, the bad, and the ugly. In Schneider, B., & Barbera, K. (Eds.), Oxford Handbook of Organizational Climate and Culture (pp. 136–152). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199860715.013.0008Google Scholar
Ashkanasy, N. M., Härtel, C. E. J., & Bialkowski, A. (2020). Affective climate and organization-level emotion management. In Yang, L-Q., Cropanzano, , R. S., Martinez-Tur, V., & Daus, C. A. (Eds). The Cambridge Handbook of Workplace Affect (pp. 375–385). Cambridge University Press. https://doi.org/10.1017/9781108573887.029Google Scholar
Ashkanasy, N. M., & Humphrey, R. H. (2011a). Current emotion research in organizational behavior. Emotion Review, 3, 214–224. https://doi.org/10.1177/1754073910391684Google Scholar
Ashkanasy, N. M., & Humphrey, R. H. (2011b). A multi-level view of leadership and emotions: Leading with emotional labor. In Bryman, A., Collinson, D., Grint, K., Jackson, B., & Uhl-Bien, M. (eds.), Sage Handbook of Leadership (pp. 363–377). Sage.Google Scholar
Averill, J. R. (1999). Individual differences in emotional creativity: Structure and correlates. Journal of Personality, 67, 331–371. https://doi.org/10.1111/1467-6494.00058Google Scholar
Ayoko, O. B., & Härtel, C. E. J. (2016). The role of emotions and emotion management in destructive and productive conflict in culturally heterogeneous workgroups. In Ashkanasy, N. M., Zerbe, W. J., & Härtel, C. E. J. (Eds.), Managing Emotions in the Workplace (pp. 77–97). ME Sharpe. https://doi.org/10.4324/9781315290812-14Google Scholar
Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134, 779–806. ttps://doi.org/10.1037/a0012815Google Scholar
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The “Reading the Mind in the Eyes” test revised version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal Of Child Psychology and Psychiatry, 42, 241–251. https://doi.org/10.1111/1469-7610.00715Google Scholar
Barsade, S. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47(4), 644–675. https://doi.org/10.2307/3094912Google Scholar
Barsade, S. G. & Knight, A. P. (2015). Group affect. The Annual Review of Organizational Psychology and Organizational Behavior, 2, 21–46. https://doi.org/10.1146/annurev-orgpsych-032414-111316Google Scholar
Barsade, S. G., Ward, A. J., Turner, J. D., & Sonnenfeld, J. A. (2000). To your heart’s content: A model of affective diversity in top management teams. Administrative Science Quarterly, 45, 802–836. https://doi.org/10.2307/2667020Google Scholar
Binnewies, C., & Wörnlein, S. C. (2011). What makes a creative day? A diary study on the interplay between affect, job stressors, and job control. Journal of Organizational Behavior, 32, 589–607. https://doi.org/10.1002/job.731Google Scholar
Bledow, R., Rosing, K., & Frese, M. (2013). A dynamic perspective on affect and creativity. Academy of Management Journal, 56, 432–450. https://doi.org/10.1037/e518392013–355Google Scholar
Bledow, R., Schmitt, A., Frese, M., & Kuehnel, J. (2011). The affective shift model of work engagement. Journal of Applied Psychology, 96, 1246–1257. https://doi.org/10.1037/a0024532Google Scholar
Clark, L. A., Watson, D., & Leeka, J. (1989). Diurnal variation in the positive affects. Motivation and Emotion, 13, 205–234. https://doi.org/10.1007/bf00995536Google Scholar
Cole, M. S., Walter, F., & Bruch, H. (2008). Affective mechanisms linking dysfunctional behavior to performance in work teams: A moderated mediation study. Journal of Applied Psychology, 93, 945–958. https://doi.org/10.1037/0021-9010.93.5.945Google Scholar
Collins, A. L., Lawrence, S. A., Troth, A. C., & Jordan, P. J. (2013). Group affective tone: A review and future research directions. Journal of Organizational Behavior, 34, 43–62. https://doi.org/10.1002/job.1887Google Scholar
Collins, B. J., Munyon, T. P., Ashkanasy, N. M., et al. (2013, November). Positive affective asymmetry, process quality, and team decision-making effectiveness. Paper presented at the Annual Meeting of the Southern Management Association, New Orleans, Louisiana, USA.Google Scholar
Cummings, A., & Oldham, G. R. (1997). Enhancing creativity: Managing work contexts for the high potential employee. California Management Review, 40(1), 22–38. https://doi.org/10.2307/41165920Google Scholar
Dalal, R. S., Baysinger, M., Brummel, B. J., & LeBreton, J. M. (2012). The relative importance of employee engagement, other job attitudes, and trait affect as predictors of job performance. Journal of Applied Social Psychology, 42, E295–E325. https://doi.org/10.1111/j.1559-1816.2012.01017.xGoogle Scholar
Dasborough, M. T., Sinclair, M., Russell-Bennett, R., & Tombs, A. (2008). Measuring emotion: Methodological issues and alternatives. In Ashkanasy, N. M. & Cooper, C. L. (Eds.), Research Companion to Emotions in Organizations (pp 197–210). Edwin Elgar. https://doi.org/10.4337/9781848443778.00021Google Scholar
De Clercq, D., & Belausteguigoitia, I. (2019). Reducing the harmful effect of work overload on creative behavior: Buffering roles of energy‐enhancing resources. Creativity and Innovation Management, 28, 5–18. https://doi.org/10.1111/caim.12278Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood–creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94, 739–756. https://doi.org/10.1037/0022-3514.94.5.739Google Scholar
de Rivera, J. (1992). Emotional climate: Social structure and emotional dynamics. International Review of Studies on Emotions, 2, 197–218.Google Scholar
Diamond, M. S., & Pierson, T. C. (2020). The challenges of vaccine development against a new virus during a pandemic. Cell Host & Microbe, 27, 699–703. https://doi.org/10.1016/j.chom.2020.04.021Google Scholar
Diefendorff, J. M., & Richard, E. M. (2003). Antecedents and consequences of emotional display rule perceptions. Journal of Applied Psychology, 88, 284–294. https://doi.org/10.1037/0021-9010.88.2.284Google Scholar
Fisher, C.D., Minbashian, A., Beckmann, N., & Wood, R.E. (2013). Task appraisals, emotions, and performance goal orientation. Journal of Applied Psychology, 98, 364–373. https://doi.org/10.1037/a0031260Google Scholar
Forgas, J. P. (2002). Feeling and doing: Affective influences on interpersonal behavior. Psychological Inquiry, 13, 1–28. https://doi.org/10.1207/s15327965pli1301_01Google Scholar
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226. https://doi.org/10.1037/0003-066x.56.3.218Google Scholar
Friedman, R. S., & Förster, J. (2010). Implicit affective cues and attentional tuning: An integrative review. Psychological Bulletin, 136, 875–893. https://doi.org/10.1037/a0020495Google Scholar
Frijda, N. H. (1986). The Emotions. Cambridge University Press.Google Scholar
Geher, G., Betancourt, K., & Jewell, O. (2017). The link between emotional intelligence and creativity. Imagination, Cognition and Personality, 37, 5–22. https://doi.org/10.1177/0276236617710029Google Scholar
George, J. M. (1990). Personality, affect, and behavior in groups. Journal of Applied Psychology, 75, 107–116. https://doi.org/10.1037/0021-9010.75.2.107Google Scholar
George, J. M. (2000). Emotions and leadership: The role of emotional intelligence. Human Relations, 53, 1027-1055. https://doi.org/10.1177/0018726700538001Google Scholar
George, J. M., & King, E. B. (2007). Potential pitfalls of affect convergence in teams: Functions and dysfunctions of group affective tone. In Mannix, E. A., Neale, M. A., & Anderson, C. P. (Eds.), Research on Managing Groups and Teams (vol. 10, pp. 97–123). Elsevier. https://doi.org/10.1016/s1534–0856(07)10005-0Google Scholar
George, J. M., & Zhou, J. (2002). Understanding when bad moods foster creativity and good ones don’t: The role of context and clarity and feeling. Journal of Applied Psychology, 87, 687–697. https://doi.org/10.1037/0021-9010.87.4.687Google Scholar
George, J. M., & Zhou, J. (2007). Dual Tuning in a supportive context: Joint contribution of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50, 605–622. https://doi.org/10.5465/amj.2007.25525934Google Scholar
Gilmore, P. L., Hu, X., Wei, F., Tetrick, L. E., & Zaccaro, S. J. (2013). Positive affectivity neutralizes transformational leadership’s influence on creative performance and organizational citizenship behaviors. Journal of Organizational Behavior, 34, 1061–1075. https://doi.org/10.1002/job.1833Google Scholar
Gooty, J., Connelly, S., Griffith, J., & Gupta, A. (2010). Leadership, affect and emotions: A state of the science review. The Leadership Quarterly, 21(6), 979–1004. https://doi.org/10.1016/j.leaqua.2010.10.005Google Scholar
Gouthier, M. H., & Rhein, M. (2011). Organizational pride and its positive effects on employee behavior. Journal of Service Management, 22, 633–649. https://doi.org/10.1108/09564231111174988Google Scholar
Grandey, A. A. (2000). Emotional regulation in the workplace: A new way to conceptualize emotional labor. Journal of Occupational Health Psychology, 5, 59–100. https://doi.org/10.1037/1076-8998.5.1.95Google Scholar
Grawitch, M. J., Munz, D. C., Elliott, E. K., & Mathis, A. (2003). Promoting creativity in temporary problem-solving groups: The effects of positive mood and autonomy in problem definition on idea-generating performance. Group Dynamics: Theory, Research, and Practice, 7, 200–213. https://doi.org/10.1037/1089-2699.7.3.200Google Scholar
Grawitch, M. J., Munz, D. C., & Kramer, T. J. (2003). Effects of member mood states on creative performance in temporary workgroups. Group Dynamics: Theory, Research, and Practice, 7, 41–54. https://doi.org/10.1037/1089-2699.7.1.41Google Scholar
Härtel, C. E., & Ashkanasy, N. M. (2011). Healthy human cultures as positive work environments. In Ashkanasy, N. M., Wilderom, C. E. P., & Peterson, M. F. (Eds.), The SAGE Handbook of Organizational Culture and Climate (pp. 85–100). Sage. https://doi.org/10.4135/9781483307961.n6Google Scholar
Härtel, C. E., & Fujimoto, Y. (2000). Diversity is not the problem. Openness to perceived dissimilarity is. Journal of Management & Organization, 6, 14-27. https://doi.org/10.1017/s1833367200005484Google Scholar
Härtel, C. E. J. (2008). How to build a healthy emotional culture and avoid a toxic culture. In Cooper, C. L. & Ashkanasy, N. M. (Eds.), Research Companion to Emotion in Organizations (pp. 575–588). Edwin Elgar. https://doi.org/10.4337/9781848443778.00049Google Scholar
Härtel, C. E. J., & Ganegoda, D. B. (2008). Role of affect and interactional justice in moral leadership. In Zerbe, W. J., Härtel, C. E. J., & Ashkanasy, N. M. (Eds.), Research on Emotion in Organizations (vol. 4, pp. 155–180). Emerald. https://doi.org/10.1016/s1746–9791(08)04007-8Google Scholar
Hatfield, E., Cacioppo, J. T., & Rapson, R. L. (1993). Emotional contagion. Current Directions in Psychological Science, 2, 96–100. https://doi.org/10.1111/1467-8721.ep10770953Google Scholar
Hargadon, A. B., & Bechky, B. A. (2006). When collections of creatives become creative collectives: A field study of problem solving at work. Organization Science, 17, 484–500. https://doi.org/10.1287/orsc.1060.0200Google Scholar
Hennessey, B. A., & Amabile, T. A. (2010). Creativity. Annual Review of Psychology, 61, 569–598. https://doi.org/10.1146/annurev.psych.093008.100416Google Scholar
Hochschild, A. R. (1983/2012). The Managed Heart: Commercialization of Human Feeling. University of California Press. https://doi.org/10.1525/9780520951853Google Scholar
Hu, J., Erdogan, B., Jiang, K., Bauer, T. N., & Liu, S. (2018). Leader humility and team creativity: the role of team information sharing, psychological safety, and power distance. Journal of Applied Psychology, 103, 313–323. https://doi.org/10.1037/apl0000277Google Scholar
Huang, L., Krasikova, D. V., & Liu, D. (2016). I can do it, so can you: The role of leader creative self-efficacy in facilitating follower creativity. Organizational Behavior and Human Decision Processes, 132, 49–62. https://doi.org/10.1016/j.obhdp.2015.12.002Google Scholar
Humphrey, R. H. (2002). The many faces of emotional leadership. The Leadership Quarterly, 13 493–504. https://doi.org/10.1016/s1048–9843(02)00140-6Google Scholar
Ivcevic, Z., & Brackett, M. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9, 480–487. https://doi.org/10.1037/a0039826Google Scholar
Ivcevic, Z., Brackett, M. A., & Mayer, J. D. (2007). Emotional intelligence and emotional creativity. Journal of Personality, 75, 199–236. https://doi.org/10.1111/j.1467-6494.2007.00437.xGoogle Scholar
Isen, A. (1999). On the relationship between affect and creative problem solving. In Russ, S. W. (Ed.), Affect, Creative Experience and Psychological Adjustment (pp. 3–18). Brunner/Mazel. https://doi.org/10.4324/9781315784557Google Scholar
Isen, A. M., Daubman, K. A., & Nowicki, G. P. (1987). Positive affect facilitates creative problem solving. Journal of Personality and Social Psychology, 52, 1122–1131. https://doi.org/10.1037/0022-3514.52.6.1122Google Scholar
Jones, E. E., & Kelly, J. R. (2009). No pain, no gains: Negative mood leads to process gains in idea-generation groups. Group Dynamics: Theory, Research and Practice, 13, 75–88. https://doi.org/10.1037/a0013812Google Scholar
Jordan, P. J., Ashkanasy, N. M., & Härtel, C. E. J. (2002). Emotional intelligence as a moderator of emotional and behavioral reactions to job insecurity. The Academy of Management Review, 27, 361–372. https://doi.org/10.5465/amr.2002.7389905Google Scholar
Jordan, P. J., Ashkanasy, N. M., & Lawrence, S. A. (in press). Job insecurity, emotional skills, workplace emotional reactions, and decision-making behaviors. In Humphrey, R. H., Ashkanasy, N. M., & Troth, A. C. (Eds.), Research on Emotion in Organizations (vol. 17). Emerald Group.Google Scholar
Kaplan, S., LaPort, K., & Waller, M. J. (2013). The role of positive affectivity in team effectiveness during crises. Journal of Organizational Behavior, 34, 473–491. https://doi.org/10.1002/job.1817Google Scholar
Kelly, J. R., & Spoor, J. R. (2007). Naïve theories about the effects of mood in groups: A preliminary investigation. Group Processes and Intergroup Relations, 10, 203–222. https://doi.org/10.1177/1368430207074727Google Scholar
Khattak, M. N., Zolin, R., & Muhammad, N. (2020). The combined effect of perceived organizational injustice and perceived politics on deviant behaviors. International Journal of Conflict Management, 32, 62–87. https://doi.org/10.1108/ijcma-12-2019-0220Google Scholar
Kim, M. J., Choi, J. N., & Lee, K. (2016). Trait affect and individual creativity: Moderating roles of affective climate and reflexivity. Social Behavior and Personality: An International Journal, 44, 1477–1498. https://doi.org/10.2224/sbp.2016.44.9.1477Google Scholar
Kimberley, N. & Härtel, C. E. J. (2007). Building a climate of trust during organizational change: The mediating role of justice perceptions and emotion. In Härtel, C. E. J, Ashkanasy, N. M. & Zerbe, W. J. (Eds.). Research on Emotion in Organizations: Functionality, Intentionality and Morality (pp. 237–264). Elsevier Science. https://doi.org/10.1016/s1746–9791(07)03010-6Google Scholar
Klep, A., Wisse, B., & Van der Flier, H. (2011). Interactive affective sharing versus non‐interactive affective sharing in work groups: Comparative effects of group affect on work group performance and dynamics. European Journal of Social Psychology, 41, 312–323. https://doi.org/10.1002/ejsp.775Google Scholar
Krzeminska, A., Lim, J., & Härtel, C. E. J. (2018). Psychological capital and occupational stress in emergency services teams: empowering effects of servant leadership and workgroup emotional climate. In Petitta, L., Härtel, C. E. J., Ashkanasy, N. M., & Zerbe, W. (Eds.), Research on Emotion in Organizations (vol. 14, pp. 189–215). Emerald Group. https://doi.org/10.1108/s1746–979120180000014017Google Scholar
Lelieveld, G. J., Van Dijk, E., Van Beest, I., & Van Kleef, G. A. (2012). Why anger and disappointment affect other’s bargaining behavior differently: The moderating role of power and the mediating role of reciprocal and complementary emotions. Personality and Social Psychology Bulletin, 38(9), 1209–1221. https://doi.org/10.1177/0146167212446938Google Scholar
Lopes, P. N., Grewal, D., Kadis, J., Gall, M., & Salovey, P. (2006). Evidence that emotional intelligence is related to job performance and affect and attitudes at work. Psicothema, 18(Supplement), 132–138. https://doi.org/10.1037/e514412014–138Google Scholar
Luksyte, A., & Spitzmueller, C. (2016). When are overqualified employees creative? It depends on contextual factors. Journal of Organizational Behavior, 37, 635–653. https://doi.org/10.1002/job.2054Google Scholar
Maimone, F., & Sinclair, M. (2010). Affective climate, organizational creativity, and knowledge creation: Case study of an automotive company. In Zerbe, W. J., Härtel, C. E. J., & Ashkanasy, N. M. (Eds.), Research on Emotion in Organizations (vol. 6, pp. 309–332). Emerald. https://doi.org/10.1108/s1746–9791(2010)0000006016Google Scholar
Martin, L. L., & Stoner, P. (1996). Mood as input: What we think about how we feel determines how we think. In Martin, L. L. & Tesser, A. (Eds.), Striving and Feelings: Interactions among Goals, Affect, and Self-Regulation (pp. 279–301). Erlbaum.Google Scholar
Matos, F. (2017). Foundations of Creativity in the Workplace: The Impact of Cognitive and Emotional Culture on Creativity. Unpublished doctoral dissertation. Católica-Lisbon School of Business & Econmics.Google Scholar
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In Salovey, P. & Sluyter, D. (Eds.), Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3–31). Basic Books.Google Scholar
Mayer, J. D., Salovey, P., & Caruso, D. (2002). MSCEIT Item Booklet Version 2.0. Multi-Health Systems.Google Scholar
Miron-Spektor, E., Gino, F., & Argote, L. (2011). Paradoxical frames and creative sparks: Enhancing individual creativity through conflict and integration. Organizational Behavior and Human Decision Processes, 116, 229–240. https://doi.org/10.1016/j.obhdp.2011.03.006Google Scholar
Mumford, M. D., Hester, K. S., & Robledo, I. C. (2012). Creativity in organizations: Importance and approaches. In Mumford, M. D. (Ed.), Handbook of Organizational Creativity (pp. 3–16). Academic Press. https://doi.org/10.1016/b978–0-12-374714-3.00001-xGoogle Scholar
Nijstad, B. A., De Dreu, C. K. W., Rietzschel, E. F., & Baas, M. (2010). The dual pathway to creativity model: Creative ideation as a function of flexibility and persistence. European Review of Social Psychology, 21, 34-77. https://doi.org/10.1080/10463281003765323Google Scholar
Parke, M. R., Seo, M.-G., & Sherf, E. N. (2015). Regulating and facilitating: The role of emotional intelligence in maintaining and using positive affect for creativity. Journal of Applied Psychology, 100, 917–934. https://doi.org/10.1037/a0038452Google Scholar
Petrides, K. V., Pérez-González, J. C., & Furnham, A. (2007). On the criterion and incremental validity of trait emotional intelligence. Cognition and Emotion, 21, 26–55. https://doi.org/10.1080/02699930601038912Google Scholar
Pizer, M. K., & Härtel, C. E. J. (2005). For better or for worse: Organizational culture and emotions. In Härtel, C. E. J., Zerbe, W. J. & Ashkanasy, N. M. (Eds.), Emotions in Organizational Behavior (pp. 342–361). Erlbaum. https://doi.org/10.4324/9781410611895-30Google Scholar
Rank, J., & Frese, M. (2008). The impact of emotions, moods, and other affect-related variables on creativity, innovation and initiative in organizations. In Ashkanasy, N. M. & Cooper, C. P. (Eds.), Research Companion to Emotion in Organizations (pp. 103–119). Edward Elgar. https://doi.org/10.4337/9781848443778.00014Google Scholar
Sánchez-Ruiz, M. J., Hernández-Torrano, D., Pérez-González, J. C., Batey, M., & Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotion, 35, 461–473. https://doi.org/10.1007/s11031–011-9227-8Google Scholar
Schein, E. (1992). Organizational Culture and Leadership. Jossey-Bass.Google Scholar
Schneider, B., Ehrhart, M. G., & Macey, W. H. (2011). Organizational climate research: Achievements and the road ahead. In Ashkanasy, N. M., Wilderom, C. E. P., & Peterson, M. F. (Eds.), The SAGE Handbook of Organizational Culture and Climate (2nd ed., pp. 29–49). Sage. https://doi.org/10.4135/9781483307961.n3Google Scholar
Schwarz, N., & Clore, G. (2003). Mood as information: 20 years later. Psychological Inquiry, 14, 296–303. https://doi.org/10.1080/1047840x.2003.9682896Google Scholar
Seo, M., Barrett, L. F., & Bartunek, J. M. (2004). The role of affective experience in work motivation. Academy of Management Review, 29, 423–439. https://doi.org/10.5465/amr.2004.13670972Google Scholar
Shin, Y. (2014). Positive group affect and team creativity: Mediation of team reflexivity and promotion focus. Small Group Research, 45, 337–364. https://doi.org/10.1177/1046496414533618Google Scholar
Sung, S. Y., & Choi, J. N. (2021). Leader status behaviors and team creativity: The role of collective interactions and status conflict among members. Journal of Organizational Behavior, 42, 1120–1133. https://doi.org/10.1002/job.2551Google Scholar
Sy, T., Côté, S., & Saavedra, R. (2005). The contagious leader: Impact of the leader’s mood on the mood of group members, group affective tone, and group processes. Journal of Applied Psychology, 90, 295–305. https://doi.org/10.1037/0021-9010.90.2.295Google Scholar
Tang, C., & Naumann, S. E. (2016). Team diversity, mood, and team creativity: The role of team knowledge sharing in Chinese R & D teams. Journal of Management & Organization, 22(3), 420–434. https://doi.org/10.1017/jmo.2015.43Google Scholar
Tee, E. Y. J., Ashkanasy, N. M., & Paulsen, N. (2013). The influence of follower mood on leader mood and task performance: An affective, follower-centric perspective of leadership. The Leadership Quarterly, 24, 496–515. https://doi.org/10.1016/j.leaqua.2013.03.005Google Scholar
Tesluk, P. E., Farr, J. L., & Klein, S. R. (1997). Influences of organizational culture and climate on individual creativity. The Journal of Creative Behavior, 31, 27–41.Google Scholar
To, M. L., & Fisher, C. D. (2019). Affective influences on creativity in teams. In Paulus, P. B. & Nijstad, B. A. (Eds.), The Oxford Handbook of Group Creativity and Innovation (pp. 102–117). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190648077.013.7Google Scholar
To, M. L., Fisher, C. D., & Ashkanasy, N. M. (2015). Unleashing angst: Negative mood, learning goal orientation, psychological empowerment and creative behavior. Human relations, 68, 1601–1622. https://doi.org/10.1177/0018726714562235Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Rowe, P. A. (2012). Within-person relationships between mood and creativity. Journal of Applied Psychology, 97, 519–612. https://doi.org/10.1037/a0026097Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Zhou, J. (2021). Feeling differently, creating together: Affect heterogeneity and creativity in project teams. Journal of Organizational Behavior. https://doi.org/10.1002/job.2535Google Scholar
To, M. L., Tse, H. M., & Ashkanasy, N. M. (2015). A multilevel model of transformational leadership, affect, and creative process behavior in work teams. Leadership Quarterly, 26, 543–556. https://doi.org/10.1016/j.leaqua.2015.05.005Google Scholar
Troth, A. C., Lawrence, S. A., Jordan, P. J., & Ashkanasy, N. M. (2018). Interpersonal emotion regulation in the workplace: A conceptual and operational review and future research agenda. International Journal of Management Reviews, 20, 523–543. https://doi.org/10.1111/ijmr.12144Google Scholar
Tsai, W. C., Chi, N. W., Grandey, A. A., & Fung, S. C. (2012). Positive group affective tone and team creativity: Negative group affective tone and team trust as boundary conditions. Journal of Organizational Behavior, 33, 638–656. https://doi.org/10.1002/job.775Google Scholar
Van Kleef, G. A. (2014). Understanding the positive and negative effects of emotional expressions in organizations: EASI does it. Human Relations, 67 (9), 1145–1164. https://doi.org/10.1177/0018726713510329Google Scholar
Van Kleef, G. A., De Dreu, C. K., & Manstead, A. S. (2010). An interpersonal approach to emotion in social decision making: The emotions as social information model. In Zanna, P. (Ed.), Advances in Experimental Social Psychology (vol. 42, pp. 45–96). Academic Press.Google Scholar
VandeWalle, D., Cron, W. L., & Slocum, J. W. Jr (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629–640. https://doi.org/10.1037/0021-9010.86.4.629Google Scholar
Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063–1070. https://doi.org/10.1037/0022-3514.54.6.1063Google Scholar
Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98, 219–235. https://doi.org/10.1037/0033-2909.98.2.219Google Scholar
Wegener, D., & Petty, R. (1994). Mood management across affective states: The hedonic contingency hypothesis. Journal of Personality and Social Psychology, 66, 1034–1048. https://doi.org/10.1037/0022-3514.66.6.1034Google Scholar
Weiss, H. M., & Cropanzano, R. (1996). Affective Events Theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. In Staw, B. M. & Cummings, L. L. (Eds.), Research in Organizational Behavior (vol. 18, pp. 1–74). Elsevier Science.Google Scholar
Wubben, M. J., De Cremer, D., & Van Dijk, E. (2009). How emotion communication guides reciprocity: Establishing cooperation through disappointment and anger. Journal of Experimental Social Psychology, 45, 987–990. https://doi.org/10.1016/j.jesp.2009.04.010Google Scholar
Zaki, J., & Williams, W. C. (2013). Interpersonal emotion regulation. Emotion, 13(5), 803–810. https://doi.org/10.1037/a0033839Google Scholar

References

Amabile, T. M. (1996). Creativity in Context: Update to the Social Psychology of Creativity. Westview Press.Google Scholar
Amabile, T. M., & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157–183. https://doi.org/10.1016/j.riob.2016.10.001Google Scholar
Baer, J., & Kaufman, J. C. (2017). The Amusement Park Theoretical Model of Creativity: An attempt to bridge the domain specificity/generality gap. In Kaufman, J. C., Glăveanu, V. P., & Baer, J. (Eds.), Cambridge Handbook of Creativity across Domains (pp. 8–17). Cambridge University Press.Google Scholar
Bang, H., & Reio, T. G. Jr (2017). Personal accomplishment, mentoring, and creative self-efficacy as predictors of creative work involvement: The moderating role of positive and negative affect. The Journal of Psychology, 151(2), 148–170. https://doi.org/10.1080/00223980.2016.1248808Google Scholar
Barbot, B., Besançon, M., & Lubart, T. (2016). The generality-specificity of creativity: Exploring the structure of creative potential with EPoC. Learning and Individual Differences, 52, 178–187. https://doi.org/10.1016/j.lindif.2016.06.005Google Scholar
Batey, M. D. (2007). A Psychometric Investigation of Everyday Creativity (Order No. U591819). Doctoral dissertation, University College, London. ProQuest Dissertations & Theses Global. (1427280692). www.proquest.com/dissertations-theses/psychometric-investigation-everyday-creativity/docview/1427280692/se-2?accountid=15172Google Scholar
Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342–349. https://doi.org/10.1037/a0022834Google Scholar
Beghetto, R. A., & Karwowski, M. (2019). Unfreezing creativity: A dynamic, micro-longitudinal approach. In Beghetto, R. A. & Corazza, G. (Eds.). Dynamic Perspectives on Creativity (pp. 7–25). Springer. https://doi.org/10.1007/978-3-319-99163-4_2Google Scholar
Beghetto, R. A., Kaufman, J. C., & Baxter, J. (2011). Answering the unexpected questions: Exploring the relationship between students’ creative self-efficacy and teacher ratings of creativity. Psychology of Aesthetics, Creativity, and the Arts, 5(4), 342–349. https://doi.org/10.1037/a0022834Google Scholar
Bernardo, A. B. (2010). Extending hope theory: Internal and external locus of trait hope. Personality and Individual Differences, 49(8), 944–949. https://doi.org/10.1016/j.paid.2010.07.036Google Scholar
Brooks-Gunn, J., & Duncan, G. J. (1997). The effects of poverty on children. The Future of Children, 7(2), 55–71. https://doi.org/10.2307/1602387Google Scholar
Carson, S. H., Peterson, J. B., & Higgins, D. M. (2005). Reliability, validity, and factor structure of the Creative Achievement Questionnaire. Creativity Research Journal, 17(1), 37–50. https://doi.org/10.1207/s15326934crj1701_4Google Scholar
Castillo-Vergara, M., Galleguillos, N. B., Cuello, L. J., Alvarez-Marin, A., & Acuña-Opazo, M. (2018). Does socioeconomic status influence student creativity? Thinking Skills and Creativity, 29, 142–152. https://doi.org/10.1016/j.tsc.2018.07.005Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739–756. https://doi.org/10.1037/0022-3514.94.5.739Google Scholar
Dudek, S. Z., Strobel, M. G., & Runco, M. A. (1993). Cumulative and proximal influences on the social environment and children’s creative potential. The Journal of Genetic Psychology: Research and Theory on Human Development, 154(4), 487–499. https://doi.org/10.1080/00221325.1993.9914747Google Scholar
Eisenberg, N., & Miller, P. A. (1987). The relation of empathy to prosocial and related behaviors. Psychological Bulletin, 101(1), 91–119. https://doi.org/10.1037/0033-2909.101.1.91Google Scholar
Ekman, P. (2016). What scientists who study emotion agree about. Perspectives on Psychological Science, 11(1), 31–34. https://doi.org/10.1177/1745691615596992Google Scholar
Evans, G. W. (2004). The environment of childhood poverty. American Psychologist, 59(2), 77–92. https://doi.org/10.1037/0003-066X.59.2.77Google Scholar
Fink, A., Weiss, E. M., Schwarzl, U., et al. (2017). Creative ways to well-being: Reappraisal inventiveness in the context of anger-evoking situations. Cognitive, Affective & Behavioral Neuroscience, 17(1), 94–105. https://doi.org/10.3758/s13415–016-0465-9Google Scholar
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290–309. https://doi.org/10.1207/s15327957pspr0204_5Google Scholar
Gasper, K., & Middlewood, B. L. (2014). Approaching novel thoughts: Understanding why elation and boredom promote associative thought more than distress and relaxation. Journal of Experimental Social Psychology, 52, 50–57. https://doi.org/10.1016/j.jesp.2013.12.007Google Scholar
George, J. M., & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50(3), 605–622. https://doi.org/10.5465/AMJ.2007.25525934Google Scholar
Glăveanu, V. P. (2010). Paradigms in the study of creativity: Introducing the perspective of cultural psychology. New Ideas in Psychology, 28(1), 79–93. https://doi-org /10.1016/j.newideapsych.2009.07.007Google Scholar
Glăveanu, V. P., Lubart, T., Bonnardel, N., et al. (2013) Creativity as action: Findings from five creative domains. Frontiers in Psychology, 4(176), 1–14. https://doi.org/10.3389/fpsyg.2013.00176Google Scholar
Gough, H. G. (1979). A creative personality scale for the Adjective Check List. Journal of Personality and Social Psychology, 37(8), 1398–1405. https://doi.org/10.1037/0022-3514.37.8.1398Google Scholar
Gross, M. E., Zedelius, C. M., & Schooler, J. W. (2020). Cultivating an understanding of curiosity as a seed for creativity. Current Opinion in Behavioral Sciences, 35, 77–82. https://doi.org/10.1016/j.cobeha.2020.07.015Google Scholar
Guo, Y., Lin, S., Guo, J., Lu, Z. L., & Shangguan, C. (2021). Cross-cultural measurement invariance of divergent thinking measures. Thinking Skills and Creativity, 41, 100852. https://doi.org/10.1016/j.tsc.2021.100852Google Scholar
Helson, R., Roberts, B., & Agronick, G. (1995). Enduringness and change in creative personality and the prediction of occupational creativity. Journal of Personality and Social Psychology, 69(6), 1173–1183. https://doi.org/10.1037/0022-3514.69.6.1173Google Scholar
Henriksen, D., Richardson, C., & Mehta, R. (2017). Design thinking: A creative approach to educational problems of practice. Thinking Skills and Creativity, 26, 140-153. https://doi.org/10.1016/j.tsc.2017.10.001Google Scholar
Horn, D., & Salvendy, G. (2009). Measuring consumer perception of product creativity: Impact on satisfaction and purchasability. Human Factors and Ergonomics in Manufacturing, 19(3), 223–240. https://doi.org/10.1002/hfm.20150Google Scholar
Isen, A. M. (1999). On the relationship between affect and creative problem solving. In Russ, S. W. (Ed.), Affect, Creative Experience, and Psychological Adjustment (pp. 3–17). Taylor & Francis.Google Scholar
Isen, A. M., & Daubman, K. A. (1984). The influence of affect on categorization. Journal of Personality and Social Psychology, 47(6), 1206–1217. https://doi.org/10.1037/0022-3514.47.6.1206Google Scholar
Ivcevic, Z., Bazhydai, M., Hoffmann, J. D., & Brackett, M. A. (2017). Creativity in the domain of emotions. In Kaufman, J. C., Glăveanu, V. P., & Baer, J. (Eds.), The Cambridge Handbook of Creativity across Domains (pp. 525–548). Cambridge University Press. https://doi.org/10.1017/9781316274385.029Google Scholar
Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480–487. https://doi.org/10.1037/a0039826Google Scholar
Ivcevic, Z., & Hoffmann, J. D. (2021). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. The Journal of Creative Behavior. https://doi.org/10.1002/jocb.527Google Scholar
Ivcevic, Z., & Kaufman, J. C. (2013). The can and cannot do attitude: How self-estimates of ability vary across ethnic and socioeconomic groups. Learning and Individual Differences, 27, 144–148. https://doi.org/10.1016/j.lindif.2013.07.011Google Scholar
Ivcevic, Z., & Mayer, J. D. (2009). Mapping dimensions of creativity in the life-space. Creativity Research Journal, 21(2–3), 152–165. https://doi.org/10.1080/10400410902855259Google Scholar
Karwowski, M. (2011). It doesn’t hurt to ask … But sometimes it hurts to believe: Polish students’ creative self-efficacy and its predictors. Psychology of Aesthetics, Creativity, and the Arts, 5(2), 154–164. https://doi.org/10.1037/a0021427Google Scholar
Karwowski, M. (2012). Did curiosity kill the cat? Relationship between trait curiosity, creative self-efficacy and creative personal identity. Europe’s Journal of Psychology, 8(4), 547–558. https://doi.org/10.5964/ejop.v8i4.513Google Scholar
Karwowski, M., Lebuda, I., & Wiśniewska, E. (2018). Measuring creative self-efficacy and creative personal identity. The International Journal of Creativity & Problem Solving, 28(1), 45–57.Google Scholar
Katz‐Buonincontro, J., Hass, R., Kettler, T., Tang, L. M., & Hu, W. (2021). Partial measurement invariance of beliefs about teaching for creativity across U.S. and Chinese educators. British Journal of Educational Psychology, 91(2), 563–583. https://doi.org/10.1111/bjep.12379Google Scholar
Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298–308. https://doi.org/10.1037/a0029751Google Scholar
Kraus, M. W., Piff, P. K., Mendoza-Denton, R., Rheinschmidt, M. L., & Keltner, D. (2012). Social class, solipsism, and contextualism: How the rich are different from the poor. Psychological Review, 119(3), 546–572. https://doi.org/10.1037/a0028756Google Scholar
Liu, X. X., Gong, S. Y., Zhang, H. P., Yu, Q. L., & Zhou, Z. J. (2021). Perceived teacher support and creative self-efficacy: The mediating roles of autonomous motivation and achievement emotions in Chinese junior high school students. Thinking Skills and Creativity, 39, Article 100752. https://doi.org/10.1016/j.tsc.2020.100752Google Scholar
Mann, S., & Cadman, R. (2014). Does being bored make us more creative? Creativity Research Journal, 26(2), 165-173. https://doi.org/10.1080/10400419.2014.901073Google Scholar
McKay, A. S., Karwowski, M., & Kaufman, J. C. (2017). Measuring the muses: Validating the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 11(2), 216–230. https://doi.org/10.1037/aca0000074Google Scholar
Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2020). High school students’ feelings: Discoveries from a large national survey and an experience sampling study. Learning and Instruction, 66, 101301. https://doi.org/10.1016/j.learninstruc.2019.101301Google Scholar
Mumford, M. D., & McIntosh, T. (2017). Creative thinking processes: The past and the future. The Journal of Creative Behavior, 51(4), 317–322. https://doi.org/10.1002/jocb.197Google Scholar
Niu, W., & Kaufman, J. C. (2013). Creativity of Chinese and American cultures: A synthetic analysis. The Journal of Creative Behavior, 47(1), 77–87. https://doi.org/10.1002/jocb.25Google Scholar
Niu, W., & Sternberg, R. (2002). Contemporary studies on the concept of creativity: The East and the West. The Journal of Creative Behavior, 36(4), 269–288. https://doi.org/10.1002/j.2162-6057.2002.tb01069.xGoogle Scholar
Paletz, S. B. F., & Peng, K. (2008). Implicit theories of creativity across cultures: Novelty and appropriateness in two product domains. Journal of Cross-Cultural Psychology, 39(3), 286–302. https://doi.org/10.1177/0022022108315112Google Scholar
Parke, M. R., Seo, M. G., & Sherf, E. N. (2015). Regulating and facilitating: The role of emotional intelligence in maintaining and using positive affect for creativity. Journal of Applied Psychology, 100(3), 917–934. https://doi.org/10.1037/a0038452Google Scholar
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648–006-9029-9Google Scholar
Puryear, J. S., Kettler, T., & Rinn, A. N. (2017). Relationships of personality to differential conceptions of creativity: A systematic review. Psychology of Aesthetics, Creativity, and the Arts, 11(1), 59–68. https://doi.org/10.1037/aca0000079Google Scholar
Rhodes, M. (1961). An analysis of creativity. The Phi Delta Kappan, 42(7), 305-310.Google Scholar
Richards, R., Kinney, D. K., Benet, M., & Merzel, A. P. (1988). Assessing everyday creativity: Characteristics of the Lifetime Creativity Scales and validation with three large samples. Journal of Personality and Social Psychology, 54(3), 476–485. https://doi.org/10.1037/0022-3514.54.3.476Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The standard definition of creativity. Creativity Research Journal, 24(1), 92–96. https://doi.org/10.1080/10400419.2012.650092Google Scholar
Schutte, N. S., & Malouff, J. M. (2020). Connections between curiosity, flow and creativity. Personality and Individual Differences, 152, (109555). https://doi.org/10.1016/j.paid.2019.109555Google Scholar
Silvia, P. J., Wigert, B., Reiter-Palmon, R., & Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19–34. https://doi.org/10.1037/a0024071Google Scholar
Simonton, D. K. (2009). Genius 101. Springer.Google Scholar
Tinio, P. P. L., & Gartus, A. (2018). Characterizing the emotional response to art beyond pleasure: Correspondence between the emotional characteristics of artworks and viewers’ emotional responses. Progress in Brain Research. 237, 319–342. https://doi.org/10.1016/bs.pbr.2018.03.005Google Scholar
To, M. L., Fisher, C. D., Ashkanasy, N. M., & Rowe, P. A. (2012). Within-person relationships between mood and creativity. Journal of Applied Psychology, 97(3), 599–612. https://doi.org/10.1037/a0026097Google Scholar
Torrance, E. P. (1966). Torrance Tests of Creative Thinking: Norms Technical Manual (Research ed.). Personnel Press.Google Scholar
Tsai, J. L. (2007). Ideal affect: Cultural causes and behavioral consequences. Perspectives on Psychological Science, 2(3), 242–259. https://doi.org/10.1111/j.1745-6916.2007.00043.xGoogle Scholar
Tsai, J. L. (2017). Ideal affect in daily life: Implications for affective experience, health, and social behavior. Current Opinion in Psychology, 17, 118–128. https://doi.org/10.1016/j.copsyc.2017.07.004Google Scholar
Unsworth, K. (2001). Unpacking creativity. Academy of Management Review, 26, 289–297.Google Scholar
Unsworth, K. L., & Clegg, C. W. (2010). Why do employees undertake creative action? Journal of Occupational and Organizational Psychology, 83, 77–99.Google Scholar
Vallerand, R. J., Blanchard, C., Mageau, G. A., et al. (2003). Les passions de l’âme: On obsessive and harmonious passion. Journal of Personality and Social Psychology, 85(4), 756–767. https://doi.org/10.1037/0022-3514.85.4.756Google Scholar
Weber, H., de Assunção, V. L., Martin, C., Westmeyer, H., & Geisler, F. C. (2014). Reappraisal inventiveness: The ability to create different reappraisals of critical situations. Cognition and Emotion, 28(2), 345–360. https://doi.org/10.1080/02699931.2013.832152Google Scholar
Xu, X., Liu, W., & Pang, W. (2019). Are emotionally intelligent people more creative? A meta-analysis of the emotional intelligence–creativity link. Sustainability, 11(21), 6123. http://dx.doi.org/10.3390/su11216123Google Scholar
Yang, Y., Xiaobo, X., Wenling, L., & Weiguo, P. (2020). Hope and creative self-efficacy as sequential mediators in the relationship between family socioeconomic status and creativity. Frontiers in Psychology, 11, https://doi.org/10.3389/fpsyg.2020.00438Google Scholar
Zahra, S. A., Gedajlovic, E., Neubaum, D. O., & Shulman, J. M. (2009). Motives, search processes and ethical challenges. Journal of Business Venturing, 24(5), 519–532. https://doi.org/10.1016/j.jbusvent.2008.04.007Google Scholar
Zielińska, A., Lebuda, I., Ivcevic, Z., & Karwowski, M. (2022). How adolescents develop and implement their ideas? On self-regulation of creative action. Thinking Skills and Creativity, 43, 100998. https://doi.org/10.1016/j.tsc.2022.100998Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×