Creativity Anxiety: Evidence for Anxiety That Is Specific to Creative Thinking, From STEM to the Arts
Creativity Anxiety: Evidence for Anxiety That Is Specific to Creative Thinking, From STEM to the Arts
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DOI：
10.1037/xge0000630
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发表时间：
2020-01-01
影响因子：
4.1
通讯作者：
Green, Adam E.
中科院分区：
文献类型：
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作者：
Daker, Richard J.;Cortes, Robert A.;Green, Adam E.
创造性思维不仅推动了艺术的进步，而且可能特别推动了科学、技术、工程和数学领域的进步，随着人工智能超越人类认知，创造性思维有望变得比技术技能更有价值。培养创造性思维者已成为教育工作者的主要关注点。与教育相关的焦虑，如数学焦虑，已被证明会在学校和职业追求中对特定形式的成就和参与产生重大影响。识别这些焦虑导致了有希望的干预措施，使受影响的个人发挥其潜力。然而，有些令人惊讶的是，据我们所知，创造性思维特有的焦虑的可能性尚未被探索。在本文中，我们通过多个样本测试了创造力焦虑作为一个概念的可行性。我们首先创建了一个新的测量方法，创造性焦虑量表（CAS），证明了有效性，内部可靠性和特异性。应用CAS发现，创造性特定的焦虑预测的创造性成就和创造性的态度和以上的影响一般焦虑的个体差异。此外，在不同的内容领域，从科学到艺术，需要创造力的情况比不需要创造力的情况更焦虑。值得注意的是，这种影响在女性中尤其明显。这些研究结果表明，创造性焦虑可能有广泛的影响，并区分创造性焦虑的非创造性方面的表现焦虑。将创造性焦虑作为一种新的结构，将CAS作为一种有效的测量工具，开辟了一条新的研究途径，有望加深对创造性认知的基本理解，并为干预措施的发展提供信息，以实现更大的创造潜力。
Creative thinking drives progress not only in the arts but also, and perhaps especially, in the fields of science, technology, engineering, and mathematics, and it is expected to become even more valuable than technical skill as artificial intelligence outpaces human cognition. Fostering creative thinkers has become a primary focus of educators. Educationally relevant anxieties, like math anxiety, have been shown to substantially impact specific forms of achievement and engagement, both in school and in career pursuits. Identifying these anxieties has led to promising interventions to enable affected individuals to reach their potential. Somewhat surprisingly, however, the possibility of anxiety specific to creative thinking is, to our knowledge, unexplored. In this article, across multiple samples, we tested the viability of creativity anxiety as a construct. We first created a new measure, the Creativity Anxiety Scale (CAS), demonstrating validity, internal reliability, and specificity. Applying the CAS revealed that creativity-specific anxiety predicted individual differences in creative achievement and attitudes toward creativity over and above effects of general anxiety. Moreover, across diverse content domains, from science to arts, anxiety was greater for situations that required creativity than similar situations that did not. Notably, this effect was especially pronounced in women. These findings suggest that creativity anxiety may have wide-reaching impacts and distinguish creativity anxiety from anxiety about noncreative aspects of performance. Establishing creativity anxiety as a novel construct, and the CAS as a valid measurement instrument, opens a new avenue of research that promises to deepen basic understanding of creative cognition and inform development of interventions to enable greater achievement of creative potential.