Poster Session B, Sunday, March 24, 8:00 – 10:00 am, Pacific Concourse
Richard Daker1, Robert Cortes1, Ian Lyons1, Adam Green1; 1Georgetown University
Creative thinking, and fostering creative thinkers, is of great and growing value in science, industry, and education – creative innovation projects to be more valuable than technical skills at which artificial intelligence will outpace human cognition. Educationally-relevant anxieties, like math anxiety, have been shown to substantially impact specific forms of achievement and engagement. Somewhat surprisingly, the possibility of creativity-specific anxiety is unexplored. Here, across multiple samples, we tested the viability of creativity anxiety as a construct. We first created and validated a new measure, the Creativity Anxiety Scale (CAS). Applying the CAS, we found that creativity-specific anxiety predicted individual differences in creative achievement and attitudes above general anxiety. Moreover, across diverse content domains, from science to arts, anxiety was greater for situations that required creativity than similar situations that did not. This research establishes and enables measurement of creativity anxiety, revealing impacts and facilitating development of interventions to foster creative achievement. As in the case of math anxiety, it also opens up new avenues of research to understand the cognitive and neural mechanisms by which affective factors impact specific forms of cognition.
Topic Area: EMOTION & SOCIAL: Emotion-cognition interactions