Date of Award

Summer 1989

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Psychology

Program/Concentration

Psychology

Committee Director

Donald D. Davis

Committee Member

Barbara A. Winstead

Committee Member

David L. Pancoast

Call Number for Print

Special Collections LD4331.P65L54

Abstract

The extent to which creative response generation may be affected by motivation orientation and task instruction was investigated in the context of Amabile's (1983) model of creativity. A three-way mixed design with repeated measures across a time factor was employed using 104 undergraduate students as subjects. Subjects generated responses to an initial sentence construction task, completed either an intrinsically- or extrinsically-oriented questionnaire, and then received either nonspecific, criteria-cued, or brainstorming instructions for a second sentence construction task. All task responses were rated using a standardized creativity assessment technique (Amabile, 1982). The results indicated that (a) criteria-cued task instructions yield a significantly greater number and proportion of superior responses than other instructions, and (b) motivational state may influence level of creative output to a lesser degree than previously suggested. Discussion focuses on the generalizability of Amabile's measurement technique (1982) and model (1983) of creativity.

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DOI

10.25777/5575-bw18

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