Evaluate And Adjust The Impact Of Focus On Creativity

With regard to the relationship between evaluation and creativity, current study did not reach agreement. Because of the complexity of evaluation, coupled with some variables that will impact the relationship between evaluation and creativity, make this problem more complicated. Some research are focused on exploring the intermediate mechanism that affect this relationship, relevant research has showed that trait anxiety, expectation to improve and self-esteem moderate this relationship. On the basis of existing research, regulatory focus will be introduced in our study to examine the effects of evaluation and regulatory focus on creativity. Specifically, it includes the following two studies.The first study aims to examine the effects of external evaluation and regulatory focus on creativity. Subjects are220college students from the Capital Normal University. In the experiment, external evaluation is operated through instructions; situational regulatory focus is induced by a maze task; trait regulatory focus is measured by regulatory focus scale (RFS); creativity task we use is empty cans in Torrance Test of Creative Thinking (TTCT). Correlation analysis has shown that there was a significant negative correlation between prevention focus and fluency, flexibility and creativity total score; the correlation coefficient between promotion focus and creative indicators is not significant. Analysis of variance and covariance analysis have shown that main effect of external evaluation on creativity is significant, subjects under high external evaluation situation had higher creativity scores than low situation. The effect of situational regulatory focus on creativity is significant, subject under promotion focus situation had higher originality and creative total score than prevention focus. The effect of trait prevention focus on creativity is significant, subjects with lower prevention focus had higher fluency, flexibility and creative title score than subjects with higher prevention focus.The second study aims to examine the effects of internal evaluation and regulatory focus on creativity. Subjects are226students that come from Beijing17th middle school. In the experiment, internal evaluation is operated through instructions; trait regulatory focus is measured by regulatory focus scale (RFS); creativity tasks we use is empty cans. Analysis of variance has shown that there was a significant interaction of internal evaluation and regulatory focus, mainly reflecting on prevention focus. For low prevention focus subjects, under low internal evaluation situation, they had higher creativity scores than those under high internal evaluation situation. For high prevention focus subjects, there was no significant effects as for different levels of internal evaluation. What is more, the main effect of internal evaluation is significant, under low internal evaluation situation, the subjects had higher fluency score and originality score than those under high internal evaluation situation.