Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-848d4c4894-75dct Total loading time: 0 Render date: 2024-05-14T04:57:11.258Z Has data issue: false hasContentIssue false

18 - Motivation and Creativity

from Individual Differences in Creativity

Published online by Cambridge University Press:  12 April 2019

By
Beth A. Hennessey
Edited by
James C. Kaufman  and
Robert J. Sternberg
James C. Kaufman
Affiliation:
University of Connecticut
Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

Researchers and theorists have long appreciated the association between creativity and motivational orientation. For decades, it was believed that the same basic equation worked for most everyone: Intrinsic motivation is conducive to creativity and extrinsic motivation is almost always detrimental. Recent research is reviewed to reveal that this relation between creative performance and motivation is far more nuanced and complicated than previously thought. In some cases, intrinsic and extrinsic motivations can combine in a sort of motivational synergy to support creativity. In many situations, the drive to maintain a sense of self-determination is supplemented by affective response; and individual difference variables also appear to play a part. Finally, recent empirical investigations carried out in the field, in both workplace and classroom settings, point to cultural differences, most especially differences in self-construal, that can mediate or moderate the impact of extrinsic constraints on motivational orientation and creative performance.
Type
Chapter
Information
The Cambridge Handbook of Creativity , pp. 374 - 395
Publisher: Cambridge University Press
Print publication year: 2019

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Amabile, T. M. (1988). A model of creativity and innovation in organizations. In Cummings, B. S. (ed.), Research in organizational behavior (pp. 123–167). Greenwich: JAI Press.Google Scholar
Amabile, T. M. (1993). Motivational synergy: Toward new conceptualizations of intrinsic and extrinsic motivation in the workplace. Human Resource Management Review, 3, 185–201.CrossRefGoogle Scholar
Amabile, T. M. (1996). Creativity in context. Boulder, CO: Westview.Google Scholar
Amabile, T. M. (1997). Motivating creativity in organizations: On doing what you love and loving what you do. California Management Review, 40, 39–58.CrossRefGoogle Scholar
Amabile, T. M., Hennessey, B. A., & Grossman, B. (1986). Social influences on creativity: The effects of contracted-for reward. Journal of Personality and Social Psychology, 50, 14–23.CrossRefGoogle ScholarPubMed
Amabile, T. M., Hill, K., Hennessey, B. A., & Tighe, E. (1994). The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950–967.CrossRefGoogle ScholarPubMed
Amabile, T. M. & Kramer, S. J. (2011). The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Cambridge, MA: Harvard Business Review Press.Google Scholar
Amabile, T. M., Phillips, E., & Collins, M. A. (1994). Person and environment in talent development: The case of creativity. In Colangelo, N., Assouline, S., & Ambronson, D. (eds.), Talent development (pp. 265–280). Dayton, OH: Ohio Psychology Press.Google Scholar
Amabile, T. M. & Pratt, M. G. (2016). The dynamic componential model of creativity and innovation in organizations: Making progress, making meaning. Research in Organizational Behavior, 36, 157–183.CrossRefGoogle Scholar
Auger, P. & Woodman, R. W. (2016). Creativity and intrinsic motivation: Exploring a complex relationship. The Journal of Applied Behavioral Science, 52, 342–366.CrossRefGoogle Scholar
Baas, M., De Dreu, C. K. W., & Nijstad, B. A. 2008. A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus? Psychological Bulletin, 134, 779–806.CrossRefGoogle ScholarPubMed
Baer, M. (2012). Putting creativity to work: The implementation of creative ideas in organizations. Academy of Management Journal, 55, 1102–1119.CrossRefGoogle Scholar
Beghetto, R. A. (2005). Does assessment kill student creativity? Educational Forum, 69, 254–263.CrossRefGoogle Scholar
Bem, D. (1972). Self-perception theory. In Berkowitz, L. (ed.), Advances in experimental social psychology (Vol. 6, pp. 1–62). New York: Academic Press.Google Scholar
Binnewies, C & Wörnlein, S. C. 2011. What makes a creative day? A diary study on the interplay between affect, job stressors, and job control. Journal of Organizational Behavior, 34, 589–607.CrossRefGoogle Scholar
Bledow, R., Rosing, K., & Frese, M. (2013). A dynamic perspective on affect and creativity. Academy of Management Journal, 56, 432–450.CrossRefGoogle Scholar
Burroughs, J. E., Dahl, D. W., Moreau, P., Chattopadhyay, A., & Gorn, G. J. (2011). Facilitating and rewarding creativity during new product development. Journal of Marketing, 75, 53–67.CrossRefGoogle Scholar
Busco, C. Frigo, M. L., Giovannoni, E., & Maraghini, M. P. (2012). When creativity meets control: A fashion industry case study. Journal of Corporate Accounting and Finance, 23, 61–72.CrossRefGoogle Scholar
Cameron, J., Banko, K. M., & Pierce, W. D. (2001). Pervasive negative effects of rewards on intrinsic motivation: The myth continues. The Behavior Analyst, 24, 1–44.CrossRefGoogle ScholarPubMed
Cameron, J. & Pierce, W. D. (1994). Reinforcement, reward, and intrinsic motivation: A meta analysis. Review of Educational Research, 64, 363–423.CrossRefGoogle Scholar
Cameron, J., Pierce, W. D., Banko, K. M., & Gear, A. (2005). Achievement-based rewards and intrinsic motivation: A test of cognitive mediators. Journal of Educational Psychology, 97, 641–655.CrossRefGoogle Scholar
Ceci, M. W. & Kumar, V. K. (2016). A correlational study of creativity, happiness, motivation, and stress from creative pursuits. Journal of Happiness Studies, 17, 609–626.CrossRefGoogle Scholar
Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140, 980–1008.CrossRefGoogle ScholarPubMed
Chen, Y. & Zhao, Q. (2013). Gender differences in business faculty’s research motivation. Journal of Education for Business, 88, 314–324.CrossRefGoogle Scholar
Chiu, C.-Y. & Kwan, L. Y.-Y. (2010). Culture and creativity: A process model. Management and Organization Review, 6, 447–461.CrossRefGoogle Scholar
Cho, S. & Lin, C.-Y. (2011). Influence of family processes, motivation, and beliefs about intelligence on creative problem solving of scientifically talented individuals. Roeper Review, 33, 46–58.CrossRefGoogle Scholar
Condry, J. & Chambers, J. (1978). Intrinsic motivation and the process of learning. In Lepper, M.R. & Greene, D. (eds.), The hidden costs of reward (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Conti, R., Amabile, T. A., & Pollak, S. (1995). The positive impact of creative activity: Effects of creative task engagement and motivational focus on college students’ learning. Personality and Social Psychology Bulletin, 21, 1107–1116.CrossRefGoogle Scholar
Cooper, R. B. & Jayatilaka, B. (2006). Group creativity: The effects of extrinsic, intrinsic, and obligation motivations. Creativity Research Journal, 18, 153–172.CrossRefGoogle Scholar
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper and Row.Google Scholar
Csikszentmihalyi, M. (1997). Creativity: Flow and the psychology of discovery and invention. New York: HarperCollins.Google Scholar
Csikszentmihalyi, M. (1999). A systems perspective on creativity. In Sternberg, R. (ed.), Handbook of creativity (pp. 313–335). Cambridge: Cambridge University Press.Google Scholar
Csikszentmihalyi, M., Abuhamdeh, S., & Nakamura, J. (2005). Flow. In Elliot, A. J. & Dweck, C. S. (eds.), Handbook of competence and motivation (pp. 598–608). New York: Guilford Press.Google Scholar
Dai, D. Y., Tan, X., Marathe, D., Valtchea, A., & Pruzek, R. M. (2012). Influences of social and educational environments on creativity during adolescence: Does SES matter? Creativity Research Journal, 24, 191–199.CrossRefGoogle Scholar
deCharms, R. (1968). Personal causation. New York: Academic Press.Google Scholar
Deci, E. L. (1975). Intrinsic motivation. New York: Plenum.CrossRefGoogle Scholar
Deci, E. L., Cascio, W. F., & Krussel, J. (1975). Cognitive evaluation theory and some comments on the Calder and Staw critique. Journal of Personality and Social Psychology, 31, 81–85.CrossRefGoogle Scholar
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.CrossRefGoogle ScholarPubMed
Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1–27.CrossRefGoogle Scholar
Deci, E. L. & Ryan, R. M. (1985a). The general causality orientations scale: Self-determination in personality. Journal of Personality and Social Psychology, 19, 109–134.Google Scholar
Deci, E. L. & Ryan, R. M. (1985b). Intrinsic motivation and self-determination in human behavior. New York: Plenum.CrossRefGoogle Scholar
Deci, E. L. & Ryan, R. M. (1996). Why we do what we do: Understanding self-motivation. New York: Penguin.Google Scholar
Deci, E. L. & Ryan, R. M. (2000). The what and why of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.CrossRefGoogle Scholar
Deci, E. L. & Ryan, R. M. (2008a). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14–23.CrossRefGoogle Scholar
Deci, E. L. & Ryan, R. M. (2008b). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology, 49, 182–185.CrossRefGoogle Scholar
De Dreu, C. K. W. (2010). Human creativity: Reflections on the role of culture. Management and Organization Review, 6, 437–446.CrossRefGoogle Scholar
Dewey, J. (1913). Interest and effort in education. Boston, MA: Houghton Mifflin.CrossRefGoogle Scholar
Eisenberg, J. & Thompson, W. F. (2011). The effects of competition on improvisers’ motivation, stress, and creative performance. Creativity Research Journal, 23, 129–136.CrossRefGoogle Scholar
Eisenberger, R. (2003). Rewards, intrinsic motivation and creativity: A case study of conceptual and methodological isolation. Creativity Research Journal, 15, 121–130.CrossRefGoogle Scholar
Eisenberger, R. & Aselage, J. (2009). Incremental effects of reward on experienced performance pressure: Positive outcomes for intrinsic interest and creativity. Journal of Organizational Behavior, 30, 95–117.CrossRefGoogle Scholar
Eisenberger, R. & Cameron, J. (1996). Detrimental effects of reward: Reality or myth? American Psychologist, 51, 1153–1166.CrossRefGoogle ScholarPubMed
Eisenberger, R. & Cameron, J. (1998). Reward, intrinsic interest, and creativity: New findings. American Psychologist, 53, 676–679.CrossRefGoogle Scholar
Eisenberger, R., Pierce, W. D., & Cameron, J. (1999). Effects of reward on intrinsic motivation – Negative, neutral, and positive: Comment on Deci, Koestner, and Ryan. Psychological Bulletin, 125, 677–691.CrossRefGoogle ScholarPubMed
Elliot, A., Faler, J., McGregor, H., Campbell, W., Sedekides, C., & Harackiewicz, J. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26, 780–794.CrossRefGoogle Scholar
Erez, M. & Nouri, R. (2010). Creativity: The influence of cultural, social, and work contexts. Management and Organization Review, 6, 351–370.CrossRefGoogle Scholar
Flink, C., Boggiano, A. K., & Main, D. S. (1992). Children’s achievement-related behaviors: The role of extrinsic and intrinsic motivational orientations. In Boggiano, A. K. & Pittman, T. S. (eds.), Achievement and motivation: A social-developmental perspective (pp. 189–214). New York: Cambridge University Press.Google Scholar
Friedman, R. S. (2009). Reinvestigating the effects of promised reward on creativity. Creativity Research Journal, 21, 258–264.CrossRefGoogle Scholar
George, J.M. (2007). Creativity in organizations. Academy of Management Annals, 1, 439–477.CrossRefGoogle Scholar
George, J.M. (2011). Dual tuning: A minimum condition for understanding affect in organizations? Organizational Psychology Review, 1, 147–164.CrossRefGoogle Scholar
George, J. M. & Zhou, J. (2007). Dual tuning in a supportive context: Joint contributions of positive mood, negative mood, and supervisory behaviors to employee creativity. Academy of Management Journal, 50, 605–622.CrossRefGoogle Scholar
Gilson, L. L. & Madjar, N. (2011). Radical and incremental creativity: Antecedents and processes. Psychology of Aesthetics, Creativity, and the Arts, 5, 21–28.CrossRefGoogle Scholar
Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary children. Journal of Educational Psychology, 82, 525–538.CrossRefGoogle Scholar
Grant, A. M. & Berry, J. W. (2011). The necessity of others is the mother of invention: Intrinsic and prosocial motivations, perspective taking and creativity. Academy of Management Journal, 54, 73–96.CrossRefGoogle Scholar
Grant, A. M. & Shin, J. (2012). Work motivation: Directing, energizing, and maintaining effort (and research). In Ryan, R. M. (ed.), Oxford handbook of motivation (pp. 505–519). New York: Oxford University Press.CrossRefGoogle Scholar
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.CrossRefGoogle Scholar
Guay, F. & Vallerand, R. J. (1997). Social context, students’ motivation, and academic achievement: Towards a process model. Social Psychology of Education, 1, 211–233.CrossRefGoogle Scholar
Hannam, K. & Narayan, A. (2015). Intrinsic motivation, organizational justice, and creativity. Creativity Research Journal, 27, 214–224.CrossRefGoogle Scholar
Harter, S. & Jackson, B. K. (1992). Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation. Motivation and Emotion, 16, 209–230.CrossRefGoogle Scholar
Hennessey, B. A. (2003). The social psychology of creativity. Scandinavian Journal of Educational Research, 47, 253–71.CrossRefGoogle Scholar
Hennessey, B. A. (2010). The creativity–motivation connection. In Kaufman, J. C. & Sternberg, R. J. (eds.), The Cambridge handbook of creativity (pp. 342–365). New York: Cambridge University Press.CrossRefGoogle Scholar
Hennessey, B. A. (2015a). Creative behavior, motivation, environment and culture: The building of a systems model. Journal of Creative Behavior, 49, 194–2010.CrossRefGoogle Scholar
Hennessey, B. A. (2015b). Reward, task motivation, creativity and teaching: Towards a cross-cultural examination. Teachers College Record, 117, 1–28.CrossRefGoogle Scholar
Hennessey, B. A. & Amabile, T. M. (1998). Reward, intrinsic motivation, and creativity. American Psychologist, 53, 674–675.CrossRefGoogle Scholar
Hennessey, B. A. & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61, 569–598.CrossRefGoogle ScholarPubMed
Hennessey, B. A., Amabile, T. M., & Martinage, M. (1989). Immunizing children against the negative effects of reward. Contemporary Educational Psychology, 14, 212–227.CrossRefGoogle Scholar
Hennessey, B. A. & Zbikowski, S. M. (1993). Immunizing children against the negative effects of reward: A further examination of intrinsic motivation training techniques. Creativity Research Journal, 6, 297–307.CrossRefGoogle Scholar
Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549–571.CrossRefGoogle Scholar
Hon, A. H. Y. (2012). Shaping environments conducive to creativity: The role of intrinsic motivation. Human Resources Management, 53, 53–64.Google Scholar
Houlfort, N., Koestner, R., Joussemet, M., Nantel-Vivier, A., & Lekes, N. (2002). The impact of performance-contingent rewards on perceived autonomy and competence. Motivation and Emotion, 26, 279–295.CrossRefGoogle Scholar
Icekson, T., Roskes, M., & Moran, S. (2014). Effects of optimism on creativity under approach and avoidance motivation. Frontiers in Human Neuroscience, 8, 105. http://doi.org/10.3389/fnhum.2014.00105CrossRefGoogle ScholarPubMed
Isen, A. M. (1999). On the relationship between affect and creative problem solving. Philadelphia: Brunner and Mazel.Google Scholar
Isen, A. M. & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 297–325.CrossRefGoogle Scholar
Iyengar, S. S. & Devoe, S. (2003). Rethinking the value of choice: Considering cultural mediators of intrinsic motivation. Nebraska Symposium on Motivation, 49, 129–174.Google ScholarPubMed
Izard, C. (1977). Human emotions. New York: Plenum.CrossRefGoogle Scholar
Izard, C. (1991). The psychology of emotions. New York: Plenum.CrossRefGoogle Scholar
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can Self-Determination Theory explain what underlies the productive satisfying learning experiences of collectivistically oriented Korean students? Journal of Educational Psychology, 101, 644–661.CrossRefGoogle Scholar
Jovanovic, D. & Matejevic, M. (2014). Relationship between rewards and intrinsic motivation for learning – Researches review. Procedia – Social and Behavioral Sciences, 149, 456–460.CrossRefGoogle Scholar
Kelley, H. (1973). The processes of causal attribution. American Psychologist, 28, 107–128.CrossRefGoogle Scholar
Lepper, M. R. (1998). A whole much less than the sum of its parts: A comment on Eisenberger and Cameron. American Psychologist, 53, 675–676.CrossRefGoogle Scholar
Lepper, M. R. & Cordova, D. T. (1992). A desire to be taught: Instructional consequences of intrinsic motivation. Motivation and Emotion, 16, 187–208.CrossRefGoogle Scholar
Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children’s intrinsic interest with extrinsic rewards: A test of the overjustification hypothesis. Journal of Personality and Social Psychology, 28, 129–137.CrossRefGoogle Scholar
Liu, D., Jiang, K., Shalley, C. E., Keem, S., & Zhou, J. (2016). Motivational mechanisms of employee creativity: A meta-analytic examination and theoretical extension of the creativity literature. Organizational Behavior and Human Decision Processes, 137, 236–263.CrossRefGoogle Scholar
Liu, G., Zhang, S., Zhang, J., Lee, C., Wang, Y., & Brownell, M. (2013). Autonomous motivation and Chinese adolescents’ creative thinking: The moderating role of parental involvement. Creativity Research Journal, 25, 446–456.CrossRefGoogle Scholar
Malik, M. A. R., Butt, A. N., & Choi, J. N. (2015). Rewards and employee creative performance: Moderating effects of creative self-efficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36, 59–74.CrossRefGoogle Scholar
Markova, G. & Ford, C. (2011). Is money the panacea? Rewards for knowledge workers. International Journal of Productivity and Performance Management, 50, 813–823.CrossRefGoogle Scholar
Martin, A. J. (2009). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794–825.CrossRefGoogle Scholar
McGraw, K. O. (1978). The detrimental effects of reward on performance: A literature review and a prediction model. In Lepper, M. R. & Greene, D. (eds.), The hidden costs of reward (pp. 33–60). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
McGraw, K. O. & McCullers, J. (1979). Evidence of a detrimental effect of extrinsic incentives on breaking a mental set. Journal of Experimental Social Psychology, 15, 285–294.CrossRefGoogle Scholar
Moneta, G. (2012). Opportunity for creativity in the job as a moderator of the relation between trait intrinsic motivation and flow in work. Motivation and Emotion, 36, 491–503.CrossRefGoogle Scholar
Moneta, G. B. & Siu, C. M. (2002). Trait intrinsic and extrinsic motivations, academic performance, and creativity in Hong Kong college students. Journal of College Student Development, 43, 664–683.Google Scholar
Morris, M. W. & Leung, K. (2010). Creativity east and west: Perspectives and parallels. Management and Organization Review, 6, 313–327.CrossRefGoogle Scholar
Nakamura, J. & Csikszentmihalyi, M. (2003). The motivational sources of creativity as viewed from the paradigm of positive psychology. In Aspinwall, L. & Staudinger, U. M. (eds.), Towards a psychology of human strengths (pp. 257–280). Washington, DC: American Psychological Association.Google Scholar
Ng, A. K. (2001). Why Asians are less creative than Westerners. Singapore: Prentice-Hall.Google Scholar
Peng, S.-L., Cherng, B.-L., Chen, H.-C., & Lin, Y.-Y. (2013). A model of contextual and personal motivations in creativity: How do the classroom goal structures influence creativity via self-determination motivations? Thinking Skills and Creativity, 10, 50–67.CrossRefGoogle Scholar
Pittman, T. S., Emery, J., & Boggiano, A. K. (1982). Intrinsic and extrinsic motivational orientations: Reward-induced changes in preference for complexity. Journal of Personality and Social Psychology, 42, 789–797.CrossRefGoogle Scholar
Prabhu, V., Sutton, C., & Sauser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creativity Research Journal, 20, 53–66.CrossRefGoogle Scholar
Pulfrey, C., Darnon, C., & Butera, F. (2013). Autonomy and task performance: Explaining the impact of grades on intrinsic motivation. Journal of Educational Psychology, 105, 39–57.CrossRefGoogle Scholar
Putwain, D. W., Kearsley, R., & Symes, W. (2012). Do creativity self-beliefs predict literacy achievement and motivation? Learning and Individual Differences, 22, 370–374.CrossRefGoogle Scholar
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2006). Assessing the experience of autonomy in new cultures and contexts. Motivation and Emotion, 30, 365–376.CrossRefGoogle Scholar
Rudy, D., Sheldon, K. M., Awong, T., & Tan, H. (2007). Autonomy, culture, and well-being: The benefits of inclusive autonomy. Journal of Research in Personality, 41, 983–1007.CrossRefGoogle Scholar
Ryan, R. M. & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development and wellness. New York: Guilford Press.CrossRefGoogle Scholar
Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Varied forms of persistence: When free-choice behavior is not intrinsically motivated. Motivation and Emotion, 15, 185–205.CrossRefGoogle Scholar
Sacchetti, S. & Tortia, E. C. (2013). Satisfaction with creativity: A study of organizational characteristics and individual motivation. Journal of Happiness Studies, 14, 1789–1811.CrossRefGoogle Scholar
Sansone, C. & Harackiewicz, J. M. (1998). “Reality” is complicated. American Psychologist, 53, 673–674.CrossRefGoogle Scholar
Selart, M., Nordström, T., Kuvaas, B., & Takemura, K. (2008). Effects of reward on self-regulation, intrinsic motivation and creativity. Scandinavian Journal of Educational Research, 52, 439–458.CrossRefGoogle Scholar
Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342–358.CrossRefGoogle Scholar
Tobias, S. (1994). Interest, prior knowledge and learning. Review of Educational Research, 64, 37–54.CrossRefGoogle Scholar
Triandis, H. C. (1995). Individualism and collectivism. Boulder, CO: Westview Press.Google Scholar
Upadhyay, D. K. & Dalal, A. K. (2013). Growing up as a creative musician: The role of psychosocial dispositions and environment. Psychological Studies, 58, 427–436.CrossRefGoogle Scholar
Van den Broeck, A., Ferris, D. L., Chang, C-H., & Rosen, C. C. (2016). A review of Self-Determination Theory’s basic psychological needs at work. Journal of Management, 42, 1195–1229.CrossRefGoogle Scholar
Vansteenkiste, M. & Deci, E. L. (2003). Competitively contingent rewards and intrinsic motivation: Can losers remain motivated? Motivation and Emotion, 27, 273–299.CrossRefGoogle Scholar
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in Self-Determination Theory: Another look at the quality of academic motivation. Educational Psychologist, 4, 19–31.CrossRefGoogle Scholar
Walker, G.J. (2009). Culture, self-construal and leisure motivations. Leisure Sciences, 31, 347–363.CrossRefGoogle Scholar
Walker, G.J. (2010). The effects of personal, contextual, and situational factors on the facilitation of intrinsic motivation: The case of Chinese/Canadians. Journal of Leisure Research, 42, 43–66.CrossRefGoogle Scholar
Wiechman, B. M. & Gurland, S. T. (2009). What happens during the free-choice period? Evidence of a polarizing effect of extrinsic rewards on intrinsic motivation. Journal of Research in Personality, 43, 716–719.CrossRefGoogle Scholar
West, S., Hoff, E., & Carlsson, I. (2013). Playing at work: Professionals’ conceptions of the functions of play on organizational creativity. The International Journal of Creativity and Problem Solving, 23, 5–23.Google Scholar
Wormington, S. V., Corpus, J. H., & Anderson, K. A. (2012). A person-centered investigation of academic motivation and its correlates in high school. Learning and Individual Differences, 22, 429–438.CrossRefGoogle Scholar
Yoon, H. J., Sung, S. Y., Choi, J. N., Lee, K., & Kim, S. (2015). Tangible and intangible rewards and employee creativity: The mediating role of situational extrinsic motivation. Creativity Research Journal, 27, 383–393.CrossRefGoogle Scholar
Zhang, X. & Bartol, K. M. (2010). Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement. Academy of Management Journal, 53, 107–128.CrossRefGoogle Scholar
Zhou, M., Ma, W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19, 492–498.CrossRefGoogle Scholar
Zhou, J. & Su, Y. (2010). A missing piece of the puzzle: The organizational context in cultural patterns of creativity. Management and Organization Review, 6, 391–413.CrossRefGoogle Scholar
Zhu, Y.-Q., Gardner, D. G., & Chen, H.-G. (2016). Relationships between work team climate, individual motivation, and creativity. Journal of Management. Advance online publication. https://doi.org/10.1177/0149206316638161CrossRefGoogle Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×