Effects of Social-Psychological Factors on Creative Performance: The Role of Informational and Controlling Expected Evaluation and Modeling Experience

Support is found for Cognitive Evaluation Theory's primary intervening cognitive process of locus of causality mediating the relationship between evaluation and intrinsic motivation andIntrinsic motivation was not found to mediate the relationshipbetween evaluation and creativity, and possible explanations are discussed.

Abstract

The impact of two social-psychological factors, expected evaluation and modeling, on creativity was investigated in a laboratory study. The controlling and informational aspects of expected evaluation were manipulated and individuals were provided no example, a standard example, or a creative example of a solution to a representative management problem. As expected, individuals had significantly higher creativity and intrinsic motivation when anticipating an informational rather than a controlling evaluation. In addition, individuals given a creative example had higher creative performance than those given no example. The lowest levels of intrinsic motivation and creativity were found when expected evaluation was of a controlling nature and a standard model was given. Additionally, we tested and found support for Cognitive Evaluation Theory's primary intervening cognitive process of locus of causality mediating the relationship between evaluation and intrinsic motivation. Intrinsic motivation was not found to mediate the relationship between evaluation and creativity, and possible explanations for this result are discussed.