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Dissertation Information for Woong Lim

NAME:
- Woong Lim

DEGREE:
- Ph.D.

DISCIPLINE:
- Educational Psychology

SCHOOL:
- Indiana University (USA) (2005)

ADVISORS:
- Jonathan A. Plucker

COMMITTEE MEMBERS:
- Daniel J. Mueller
- Joyce Alexander
- Barbara A. Bichelmeyer

MPACT Status: Incomplete - Not_Inspected

Title: Cognitive and motivational effects of reinforcement: A dual processing model of the impact of evaluation on creativity

Abstract: Over the past two decades, the use of rewards to increase creativity has been the focus of heated controversy. Behaviorists have argued that rewards enhance creativity (e.g., Eisenberger & Cameron, 1998), whereas cognitive researchers argue that rewards have debilitating effects on creative behavior (Amabile, 1996). The current study proposes a model, the Dual Processing Model of the Impact of Evaluation on Creativity, that assumes the net effect of rewards on creativity is determined by interactions of motivational and cognitive properties conveyed by rewards when they are actually delivered, whereas only motivational properties contribute before rewards are delivered.

To test specific predictions proposed by the Dual Processing Model, 251 fourth-grade students in two Korean schools participated in two research sessions separated by a one-week interval. The purpose of the first experiment was to identify students' baseline ability creativity level of before receiving feedback. In the first experimental session, 28 students were assigned into the non-evaluation-expectation group and remaining (n[barbelow] = 223) of them was assigned into the evaluation-expectation group. Students in both conditions completed two story-completion tasks and rated their level of interest in those tasks. One week later, students in the evaluation-expectation group received one of eight different types of feedback generated by the combinations of the three experimental variables; perceived self-determination (controlling or informational), perceived competence (negative or positive), and amount of information (small or large), whereas students the non-evaluation-expectation group did not receive feedback. The students who received feedback then completed two story-completion tasks that are very similar to the tasks in the first session. Their interest in these tasks was also recorded.

Hypotheses were tested with paired-samples t-tests. Although this study was conducted with 3-way mixed factorial design for the evaluation-expectation group and one sample repeated design for the non-expectation group, nine planned comparisons were made to test the specific predictions without omnibus-F test, because the information from some contrasts was not related to the hypotheses of this study. In general, results generally supported the proposed model and provided directions for future research.

MPACT Scores for Woong Lim

A = 0
C = 0
A+C = 0
T = 0
G = 0
W = 0
TD = 0
TA = 0
calculated 2010-09-30 18:58:56

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