Effects of Explicit Instructions, Metacognition, and Motivation on Creative Performance

• In Event: 70.060 - Creative Teaching and Policy Implications in Gifted Education

Abstract

Effects of explicit instructions, metacognition, and intrinsic motivation on creative homework performance were examined in 303 Chinese tenth-grade students using structural equation modeling. Explicit instructions geared to originality were positively related to originality of homework, but not to fluency/flexibility of homework. Theoretical claims on the relationship between explicit instructions and metacognitive activities were not empirically supported. Participants with high intrinsic motivation for creative work did score higher on originality and fluency/flexibility of homework; however, intrinsic motivation for challenging work had an inverse effect on the creative homework. The differences of creative process involved in the production of original and fluent/flexible performance, the difference in the two types of intrinsic motivation and their effects on creative performance were discussed.

Authors

• Eunsook Hong, University of Nevada - Las Vegas

• Harold F. O'Neil, University of Southern California

• Yun Peng, University of Nevada - Las Vegas