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Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship.

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Title: Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship.
Authors: Rogaten, Jekaterina (AUTHOR), Moneta, Giovanni B. (AUTHOR)
Source: Creativity Research Journal. Apr-Jun2015, Vol. 27 Issue 2, p225-231. 7p.
Subjects: Cognition, Information processing, Protocol analysis (Cognition), Learning theories in education, Object permanence (Psychology)
Abstract: This two-wave study examined the longitudinal relationships between positive affect in studying and the use of creative cognition in studying. Based on the broaden-and-build theory of positive emotions, the mood-as-input model, the control-process model of self-regulation of intentional behavior, and self-determination theory, it was hypothesized that positive affect will be both an antecedent and a consequence of the use of creative cognition. A sample of 130 university students completed the International Positive and Negative Affect Schedule–Short Form (I-PANAS-SF) and the Use of Creative Cognition Scale (UCCS) with reference to their overall studying experience in the first and second semesters of an academic year. A comparison of alternative structural equation models showed clear support for the reciprocal relationship between positive affect in studying and the use of creative cognition in studying. The theoretical and practical implications of these findings are outlined. [ABSTRACT FROM AUTHOR]
Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship.
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  Data: <searchLink fieldCode="AR" term="%22Rogaten%2C+Jekaterina%22">Rogaten, Jekaterina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moneta%2C+Giovanni+B%2E%22">Moneta, Giovanni B.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Creativity+Research+Journal%22">Creativity Research Journal</searchLink>. Apr-Jun2015, Vol. 27 Issue 2, p225-231. 7p.
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  Data: <searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br /><searchLink fieldCode="DE" term="%22Information+processing%22">Information processing</searchLink><br /><searchLink fieldCode="DE" term="%22Protocol+analysis+%28Cognition%29%22">Protocol analysis (Cognition)</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br /><searchLink fieldCode="DE" term="%22Object+permanence+%28Psychology%29%22">Object permanence (Psychology)</searchLink>
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  Data: This two-wave study examined the longitudinal relationships between positive affect in studying and the use of creative cognition in studying. Based on the broaden-and-build theory of positive emotions, the mood-as-input model, the control-process model of self-regulation of intentional behavior, and self-determination theory, it was hypothesized that positive affect will be both an antecedent and a consequence of the use of creative cognition. A sample of 130 university students completed the International Positive and Negative Affect Schedule–Short Form (I-PANAS-SF) and the Use of Creative Cognition Scale (UCCS) with reference to their overall studying experience in the first and second semesters of an academic year. A comparison of alternative structural equation models showed clear support for the reciprocal relationship between positive affect in studying and the use of creative cognition in studying. The theoretical and practical implications of these findings are outlined. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Creativity Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/10400419.2015.1030312
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        Text: English
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      – SubjectFull: Protocol analysis (Cognition)
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      – SubjectFull: Learning theories in education
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      – SubjectFull: Object permanence (Psychology)
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              Text: Apr-Jun2015
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