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ERIC Number: EJ1100518
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1040-0419
Unconventionality and Originality: Does Self-Assessed Unconventionality Increase Original Achievement?
Andreas, Stuart F. K.; Zech, Stefan; Coyle, Thomas R.; Rindermann, Heiner
Creativity Research Journal, v28 n2 p198-206 2016
Creativity is negatively associated with certain personality traits (e.g., conformity) and social influences (e.g., group pressure). In this study, creativity was examined in relation to unconventionality, which was expected to correlate positively with creativity, especially originality. This hypothesis was based on the theory that unconventional people hold uncommon views and attitudes and develop more diverging concepts and associations, which build the foundation for creative thinking. To examine the hypothesis, an online study with N = 90 participants was conducted. Unconventionality was measured with a new self-rating questionnaire, and creativity was measured with unusual uses, consequences, and explanations measures, which assessed both originality (rarity and uniqueness) and flexibility (diversity). The association of unconventionality with originality, after controlling for flexibility, was compared to other constructs (openness, conservatism, education). Path analysis revealed strong effects of unconventionality on originality (latent ß = 0.58, r = 0.64). Unconventionality continued to predict originality after controlling for openness, which was weakly related to originality (ß = 0.08, r = 0.49). Unconventionality weakly predicted flexibility (ß = 0.09, r = 0.26). Supplemental analyses indicated that the effects of unconventionality on originality were not attributable to confounds (e.g., conservatism or education). The results indicate that the effects of unconventionality are positive, specific, substantial, and independent of related constructs (e.g., openness).
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A