Emotional creativity and real-life involvement in different types of creative leisure activities

The role of emotional creativity in practicing creative leisure activities and in the preference of college majors remains unknown. The present study aims to explore how emotional creativity measured by the Emotional Creativity Inventory (ECI; Averill, 1999) is interrelated with the real-life involvement in different types of specific creative leisure activities and with four categories of college majors. Data were collected from 251 university students, university graduates and young adults (156 women and 95 men). Art students and graduates scored significantly higher on the ECI than other majors. Humanities scored significantly higher than technical/economic majors. Five creative leisure activities were significantly correlated with the ECI, specifically, writing, painting, composing music, performing drama, and do-it-yourself home improvement. Keywords: Creativity, Emotional Creativity, Emotions, Creativeness, Affect, Feelings, Leisure Activities, Creative Ability, Artistic Creativity, Creative Thinking, Creativeness, Aging, Cognitive Deficits, Performance. MeSH Headings: Emotions, Creativity, Leisure, Leisure Activities, Hobbies, Recreation, Affect Affective Symptoms, Creativenes

Emotional Creativity: A Meta-analysis and Integrative Review

Emotional creativity (EC) is a pattern of cognitive abilities and personality traits related to originality and appropriateness in emotional experience. EC has been found to be related to various constructs across different fields of psychology during the past 30 years, but a comprehensive examination of previous research is still lacking. The goal of this review is to explore the reliability of use of the Emotional Creativity Inventory (ECI) across studies, to test gender differences and to compare levels of EC in different countries. Thirty-five empirical studies focused on EC were retrieved and the coefficients required for the meta-analysis extracted. The meta-analysis revealed that women showed significantly higher EC than men (total N = 3,555). The same gender differences were also found when testing scores from three ECI subscales, i.e. emotional novelty, emotional preparedness and emotional effectiveness/authenticity. When comparing EC in 10 different countries (total N = 4,375), several cross-cultural differences were revealed. The Chinese sample showed a significantly lower average ECI total score than all the other countries. Based on the integration of results, the avenues for future research on EC and the breadth of influence of the concept of EC across different fields of psychology are discussed. Keywords: Emotional Creativity, Review, Meta-Analyses, Meta-Analysis, Definition, Emotional Creativity Inventory, ECI, Reliability, Gender Differences, Cross-cultural, Cross-culture, Personality Traits, NEO Personality Inventory, Big Five, Extraversion, Agreeableness, Openness to Experience, Introversion, Neuroticism, Emotions, Creativity, Cognition, Cognitive Abilities, Affect, Fantasy, Coping, Alexithymia, Anhedonia, Self-understanding, Motivation, Creativeness, Innovative Performance, Creative Ability, Artistic Creativity, Creative Thinking. MeSH Headings: Emotions, Creativity, Affect, Affective Symptoms, Gender, Sex, Gender Identity, Cross-Cultural Comparison, Transcultural Studies, Temperament, Extraversion, Neuroticism, Anhedonia, Creativeness, Cognition, Cognitive Function, Artistic Creativity, Creative Ability, Creative Thinkin

Self-Expressive Creativity in the Adolescent Digital Domain: Personality, Self-Esteem, and Emotions

Background: Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity. Methods: The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD). Results: The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series. Conclusions: To counteract certain characteristics that increase adolescents’ vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence

Emotional intelligence and creativity in first- and second-year primary school children

The objective of this study was to describe emotional intelligence and creativity in Primary Education schoolchildren. These two constructs were evaluated in first- and second-year Primary Education schoolchildren who went to different schools in the Spanish Autonomous Community of Aragon. The study sample was formed by 631 schoolchildren (313 boys and 318 girls) aged 6-7 years. The results showed differences in emotional intelligence for gender, but the differences obtained for creativity were not significant. Finally, a cluster analysis was done to analyse how the different variables were grouped according to clusters, where differences were found for creativity levels, but not for emotional intelligence levels. This research indicated how emotional intelligence did not influence our pupils'' creativity as the cluster with the highest creativity level had the lowest level of elaboration (quantity of details in responses). This indicated that, despite being creative, these pupils were concise and pragmatic when responding. This situation should make schools reflect on what type of students we are training. As future research lines, work should be done with programmes that include creativity and emotional intelligence, and that investigate the way positive emotions and creativity can be combined

AN EXAMINATION OF EMOTIONAL AND CREATIVE LEVELS AMONG TERTIARY STUDENTS IN TEAM AND INDIVIDUAL SPORTS :

The primary objective of this research was to investigate the effect of emotional states on creativity levels tertiary students in team and individual sports. The study further aimed to discern the various emotional states and creativity levels prevalent among athletes, contingent on different variables. The participants comprised 302 athletes, 162 males and 140 females, who were all registered students in the Faculty of Sports Sciences at Bayburt University. In order to gather demographic data, the researchers constructed a “Personal Information Form”. The “Sports Emotion Scale”, developed by Urfa and Aşçı (2019), was utilized to assess the emotional states of the athletes within their respective sports. To evaluate their creativity levels in sports, the “Creativity Scale for Athletes”, constructed by Güngör et al. (2020), was utilized. Data analysis incorporated frequency analysis for determining the participants' demographic attributes, and descriptive tests for establishing the mean scores of both emotional states and creativity levels in sports. The independent t-tests were used to compare emotional and creativity levels based on gender and sport type. One-way ANOVA tests were used to compare emotional and creativity levels based on educational level and years of sports experience. Post-hoc comparisons were facilitated using Tukey tests to identify specific group differences. Lastly, multiple linear regression analysis was applied to scrutinize the impact of emotional states on creativity levels in sports. The research findings indicate that athletes participating in team sports demonstrated higher levels of enthusiasm and happiness, as determined by the sub-dimensions of the Sports Emotion Scale, when compared to athletes participating in individual sports. In addition, it was noted that an increase in feelings of unhappiness among athletes corresponded to a decrease in their levels of sports creativity. Conversely, a surge in enthusiasm was associated with heightened creativity levels within sports

The Relationship among Iranian EFL Learners’ Creativity, Emotional Intelligence, and Language Learning Strategies

The present study was carried out in an attempt to investigate the relationship among EFL learners' creativity, emotional intelligence, and language learning strategies. To achieve the objective of the research, a group of 120 male and female learners, between the ages of 18 and 35 majoring in English Literature, English Translation, and English Language Teaching, both at B.A. and M.A. levels were non-randomly selected. To obtain the required data, the following questionnaires were utilized: Persian validated Creativity Test, Persian validated Bar-On Emotional Intelligence questionnaire, and Persian validated Strategy Inventory for Language Learning (SILL). The results of correlation analyses revealed that there was no significant relationship between EFL learners’ creativity and emotional intelligence. Moreover, a positive medium relationship between EFL learners' creativity and their language learning strategies was observed. In addition, a positive significant correlation was revealed between EFL learners' emotional intelligence and their language learning strategies. This study also demonstrated that EFL learners' creativity was a better predictor about their language learning strategies compared with their emotional intelligence

Relationship between emotional labor, work stress, employee creativity, and turnover intention: study on Indonesian bank frontliners

This study examines the effects of emotional labor on work stress, employee creativity and turnover intention, and examines the role of work stress as a mediator. The study was conducted in a limited way to the 90 employees of the Semarang branch of the BTN bank frontliners. The analysis using SEM PLS suggested that emotional labor had a positive effect on work stress and turnover intention but was not significant on employee creativity. Furthermore, work stress has a negative effect on employee creativity and a positive effect on turnover intention, and in this study proves that work stress mediated the influence of emotional labor on employee creativity and on turnover intention

Job Stress and Employee Creativity: The mediating role of Emotional Intelligence

The obstinacy of this study is to lessen the job stress between individuals at work place by mediating the relationship through emotional intelligence. Emotional intelligence between predictor and criterion variables enhances employee well-being (creativity). Time lagged data through a self-reported questionnaire was collected from employees of Suzuki Company. Employees of Suzuki (n=150) filled the trait measure of job stress questionnaire and after three weeks’ participants completed the emotional intelligence and creativity scale. Supervisors of employees to counter check also filled up another creativity questionnaire. It is supported that employees with higher emotional level will perceive less stress and higher level of creativity. The consequences of this study for working with manufacturing industry to improve employee creativity

Emotional Creativity for University Instructor

The current research aims to identify the Emotional Creativity among university teachers, and to achieve the objectives of the research, the two researchers chose the research sample from the university teachers, amounting to (322) using the random stratified method with proportional distribution, and the research tool consisted of the Averill scale, 1999) of Emotional Creativity, which was adopted by the researchers ,as it consists of (30) items distributed in four dimensions, namely ( readiness , novelty , effectiveness ,originality), and it was applied to an exploratory sample and extracting its psychometric properties from validity and reliability , and the research results concluded that the current research sample enjoys Emotional Creativity. In light of this, the researchers came up with a set of proposals and recommendations, including : Conducting studies to identify the relationship between Emotional Creativity and other variables such as (psychological prosperity, moral vigilance,caring thinking)

Investigate the relationship of 360-degree emotional intelligence and creativity and innovation of managers in training hospitals of Shiraz University of Medical Sciences in 2013

Introduction Management and human factors are the most important changing which humanity is facing today in all fields and in different form in various communities. Emotional intelligence is one of the applied topics in the field of personnel management and communication. The aim of this study is to determine the correlation between 360-degree emotional intelligence and a creativity and innovation of managers in training hospitals of Shiraz Medical Sciences University.Research MethodologyThis study is cross-sectional and 71 of the senior and middle managers at training hospitals of Shiraz Medical Sciences were selected as statistical sample. Data collection tool in this study is a questionnaire containing 107 questions and its Cronbach's alpha coefficient was 0.81. Data was analyzed using SPSS 16 software, utilizing t-test statistical tests and Pearson correlation.ResultsA direct correlation was observed between dimensions of emotional intelligence, i.e. self-management, communication and management were correlated with each other. Another result was a correlation between emotional intelligence, creativity and innovation. (p <0.05)ConclusionThis study showed a two-way direct correlation between emotional intelligence and creativity and also emotional intelligence and innovation. Managers can create creativity and innovation or prevent them in employees by their performance.