Skip to main content Accessibility help
×
Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-23T23:59:13.701Z Has data issue: false hasContentIssue false

24 - Anxiety, Fear of Failure, and Creativity

from Part V - Emotions and Creativity at School and Work

Published online by Cambridge University Press:  16 February 2023

Zorana Ivcevic
Affiliation:
Yale University, Connecticut
Jessica D. Hoffmann
Affiliation:
Yale University, Connecticut
James C. Kaufman
Affiliation:
University of Connecticut
Get access

Summary

At the heart of creativity is the unknown and the new, the breaking from conventions and conformity, and the challenging of existing norms and ideas. Those essential parts of creativity come with the threat of failure, rejection, embarrassment, exclusion, and non-conformity. However, the experience and intensity of this threat and the resulting anxiety and fear is likely different for each of us. So, where does fear of failure, and the anxiety it may produce, fit into the creative process? Are fear and anxiety barriers we should try to remove to become more creative? Are they catalysts for creative risk-taking and the enhanced alertness that help us recognize an opportunity for innovation, invention, and growth? This chapter explores features of creativity and the creative process that relate to the affective states of anxiety and fear of failure with the goal to illustrate the research on how these states can be managed, and even leveraged, to enhance creativity.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, R. C. (2015). The makers: Creativity and entrepreneurial spirit. In Zhao, Y. (Ed.), Counting What Counts: Reframing Education Outcomes (pp. 93112). Solution Tree Press.Google Scholar
Anderson, R. C. (2019). Becoming Creative Agents: Trajectories of Creative Development during the Turbulence of Early Adolescence. Doctoral dissertation. University of Oregon. University of Oregon Scholar’s Bank. https://scholarsbank.uoregon.edu/xmlui/handle/1794/24881Google Scholar
Anderson, R. C., Bousselot, T., Katz-Buoincontro, J., & Todd, J. (2021). Generating buoyancy in a sea of uncertainty: Teachers creativity and well-being during the COVID-19 pandemic. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.614774Google Scholar
Anderson, R. C., & Haney, M. (2021). Reflection in the creative process of early adolescents: The mediating roles of creative metacognition, self-efficacy, and self-concept. Psychology of Aesthetics, Creativity, and the Arts, 15(4), 612626. https://doi.org/10.1037/aca0000324Google Scholar
Anderson, R. C., Haney, M., Pitts, C., Porter, L., & Bousselot, T. (2020). “Mistakes can be beautiful”: Creative engagement in arts integration for early adolescent learners. Journal of Creative Behavior, 54(3), 662675.Google Scholar
Anderson, R. C., Irvin, S., Bousselot, T., Beard, N., & Beach, P. (2022). Grasping the uncertainty of scientific phenomena: A creative, agentic, and multimodal model of sensemaking. In Beghetto, R. and Jaeger, G. (Eds.), Uncertainty: A Catalyst for Creativity, Learning, and Development. Springer.Google Scholar
Anderson, R. C., Katz-Buonincontro, J., Bousselot, T., et al. (2022). How am I a creative teacher? Foundational beliefs, values, and affect for integrating creativity in the classroom. Teaching and Teacher Education, 110, 103583. https://doi.org/10.1016/j.tate.2021.103583Google Scholar
Anderson, R. C., Katz-Buonincontro, J., Livie, M., et al. (2022). Reinvigorating the desire to teach: Teacher professional development for creativity, agency, stress, and well-being. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2022.848005/fullCrossRefGoogle Scholar
Bardi, A., Guerra, V. M., & Ramdeny, G. S. D. (2009). Openness and ambiguity intolerance: Their differential relations to well-being in the context of an academic life transition. Personality and Individual Differences, 47(3), 219223. https://doi.org/10.1016/j.paid.2009.03.003Google Scholar
Beghetto, R. A. (2019). Structured uncertainty: How creativity thrives under constraints and uncertainty. In Mullen, C. A. (Ed.), Creativity under Duress in Education? (pp. 2740). Springer.CrossRefGoogle Scholar
Beghetto, R. A., & Dilley, A. E. (2017). Creative aspirations or pipe dreams? Toward understanding creative mortification in children and adolescents. New Directions for Child and Adolescent Development (151), 7989. https://doi.org/10.1002/cadGoogle Scholar
Beghetto, R. A., & Karwowski, M. (2017). Toward untangling creative self-beliefs. In Karwowski, M. & Kaufman, J. C. (Eds.), The Creative Self: Effect of Beliefs, Self-Efficacy, Mindset, and Identity (pp. 322). Academic Press. https://doi.org/10.1016/B978-0-12-809790-8.00001-7CrossRefGoogle Scholar
Beghetto, R. A., Karwowski, M., & Reiter-Palmon, R. (2021). Intellectual risk taking: A moderating link between creative confidence and creative behavior? Psychology of Aesthetics, Creativity, and the Arts, 15(4), 637644. https://doi.org/10.1037/aca0000323Google Scholar
Bentwich, M. E., & Gilbey, P. (2017). More than visual literacy: Art and the enhancement of tolerance for ambiguity and empathy. BMC Medical Education, 17(1), 19. https://doi.org/10.1186/s12909-017-1028-7Google Scholar
Bereczki, E. O., & Kárpáti, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 2556. https://doi.org/10.1016/j.edurev.2017.10.003CrossRefGoogle Scholar
Birrell, J., Meares, K., Wilkinson, A., & Freeston, M. (2011). Toward a definition of intolerance of uncertainty: A review of factor analytical studies of the Intolerance of Uncertainty Scale. Clinical Psychology Review, 31(7), 11981208. https://doi.org/10.1016/j.cpr.2011.07.009CrossRefGoogle Scholar
Bracket, M. (2019). Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive. Celadon Books.Google Scholar
Bride, B. E., Robinson, M. R., Yegidis, B., & Figley, C. R. (2004). Development and validation of the Secondary Traumatic Stress Scale. Research on Social Work Practice, 14(7), 2735.Google Scholar
Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta- analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655701.Google Scholar
Chirumbolo, A., Livi, S., Mannetti, L., Pierro, A., & Kruglanski, A. W. (2004). Effects of need for closure on creativity in small group interactions. European Journal of Personality, 18(4), 265278. https://doi.org/10.1002/per.51Google Scholar
Clore, G., Gasper, K., & Garvin, E. (2001). Affect as information. In Forgas, J. P., (Ed.), Handbook of Affect and Social Cognition (pp. 121144). Erlbaum.Google Scholar
Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.Google Scholar
Csikszentmihalyi, M., & Rathunde, K. (1993). The measurement of flow in everyday life: Toward a theory of emergent motivation. In Jacobs, J. (Ed.), Current Theory and Research in Motivation: Nebraska Symposium on Motivation 1992: Developmental Perspectives on Motivation (vol. 40, pp. 5797). University of Nebraska Press.Google Scholar
Dahl, R. E., Allen, N. B., Wilbrecht, L., & Suleiman, A. B. (2018). Importance of investing in adolescence from a developmental science perspective. Nature, 554(7693), 441450.CrossRefGoogle ScholarPubMed
Daker, R. J., Cortes, R. A., Lyons, I. M., & Green, A. E. (2020). Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts. Journal of Experimental Psychology: General, 149(1), 4257. https://doi.org/10.1037/xge0000630Google Scholar
De Dreu, C. K. W., Baas, M., & Nijstad, B. A. (2008). Hedonic tone and activation level in the mood-creativity link: Toward a dual pathway to creativity model. Journal of Personality and Social Psychology, 94(5), 739756. https://doi.org/10.1037/0022-3514.94.5.739Google Scholar
Estabrooks, L. B., & Couch, S. R. (2018). Failure as an active agent in the development of creative and inventive mindsets. Thinking Skills and Creativity, 30, 103115. https://doi.org/10.1016/j.tsc.2018.02.015Google Scholar
Finke, R. A., Ward, T. B., & Smith, S. M. (1992). Creative Cognition: Theory, Research, and Applications. MIT Press.Google Scholar
Fried, L., & Chapman, E. (2012). An investigation into the capacity of student motivation and emotion regulation strategies to predict engagement and resilience in the middle school classroom. Australian Educational Researcher, 39(3), 295311. https://doi.org/http://dx.doi.org/10.1007/s13384-011-0049-1CrossRefGoogle Scholar
Furnham, A., & Marks, J. (2013). Tolerance for ambiguity: A review of the literature. Psychology, 4(9), 717728. https://doi.org/10.1080/10848770.2018.1437991Google Scholar
Hennessey, B. A., & Amabile, T. M. (1987). Creativity and Learning: What Research Says to the Teacher. National Education Association.Google Scholar
Hennessey, B. A., & Amabile, T. M. (2010). Creativity. Annual Review of Psychology, 61(1), 569598. https://doi.org/10.1146/annurev.psych.093008.100416CrossRefGoogle ScholarPubMed
Hirsh, J. B., Mar, R. A., & Peterson, J. B. (2012). Psychological entropy: A framework for understanding uncertainty-related anxiety. Psychological Review, 119(2), 304320. https://doi.org/10.1037/a0026767Google Scholar
Housen, A. C. (2001). Aesthetic thought, critical thinking and transfer. Arts and Learning Research Journal, 18(1), 99132.Google Scholar
Ivcevic, Z., & Brackett, M. (2014). Predicting school success: Comparing conscientiousness, grit, and emotion regulation ability. Journal of Research in Personality, 52, 2936. https://doi.org/10.1016/j.jrp.2014.06.005Google Scholar
Ivcevic, Z., & Hoffman, J. (2021). The creativity dare: Attitudes toward creativity and prediction of creative behavior in school. Journal of Creative Behavior (early view). https://doi.org/10.1002/jocb.527Google Scholar
Jacovidis, J. Anderson, R., Beach, P., & Chadwick, K. (2020). Growth Mindset Thinking and Beliefs in Teaching and Learning. International Baccalaureate.Google Scholar
Karwowski, M. (2021). Creative mindsets. In Glăveanu, V. P. (Ed.), The Palgrave Encyclopedia of the Possible (pp. 16). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-98390-5_58-1Google Scholar
Karwowski, M., & Anderson, R. C. (2021). Goal orientations. In Glăveanu, V. P. (Ed.), The Palgrave Encyclopedia of the Possible (pp. 16). Palgrave Macmillan. https://doi.org/10.1177/0013164405282473Google Scholar
Karwowski, M., & Beghetto, R. A. (2018). Creative behavior as agentic action. Psychology of Aesthetics, Creativity, and the Arts, 13(4), 402415. https://doi.org/10.1037/aca0000190CrossRefGoogle Scholar
Kettler, T., Lamb, K. N., Willerson, A., & Mullet, D. R. (2018). Teachers’ perceptions of creativity in the classroom. Creativity Research Journal, 30(2), 164171. https://doi.org/10.1080/10400419.2018.1446503Google Scholar
Kochhar, A. (2016). The Failure Project. Body & Soul Books.Google Scholar
Kowal, J., & Fortier, M. S. (1999). Motivational determinants of flow: Contributions from self-determination theory. Journal of Social Psychology, 139(3), 355368. https://doi.org/10.1080/00224549909598391Google Scholar
Kozbelt, A., Beghetto, R. A., & Runco, M. A. (2010). Theories of creativity. In Kaufman, J. C. & Sternberg, R. J. (Eds.), The Cambridge Handbook of Creativity (pp. 2047). Cambridge University Press.Google Scholar
Kruglanski, A. W. (2013). Lay Epistemics and Human Knowledge: Cognitive and Motivational Bases. Springer Science & Business Media.Google Scholar
Lubart, T. I. (2001). Models of the creative process: Past, present and future. Creativity Research Journal, 13(3-4), 295308.Google Scholar
Lubart, T. I., Zenasni, F., & Barbot, B. (2013). Creative potential and its measurement. International Journal for Talent Development and Creativity, 1(2), 4150.Google Scholar
Lyons, I. M., & Beilock, S. L. (2012). When math hurts: Math anxiety predicts pain network activation in anticipation of doing math. PLoS ONE, 7(10). https://doi.org/10.1371/journal.pone.0048076CrossRefGoogle ScholarPubMed
Martinez, S. L., & Stager, G. (2013). Invent to Learn: Making, Tinkering, and Engineering in the Classroom. Constructing Modern Knowledge Press.Google Scholar
Oyserman, D., & Destin, M. (2010). Identity-based motivation: Implications for intervention. The Counseling Psychologist, 38(7), 10011043.Google Scholar
Park, D., Ramirez, G., & Beilock, S. L. (2014). The role of expressive writing in math anxiety. Journal of Experimental Psychology: Applied, 20(2), 103111. https://doi.org/10.1037/xap0000013Google ScholarPubMed
Parke, M. R., Seo, M.-G., & Sherf, E. N. (2015). Regulating and facilitating: The role of emotional intelligence in maintaining and using positive affect for creativity. Journal of Applied Psychology, 100(3), 917934. https://doi.org/10.1037/a0038452Google Scholar
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). Why isn’t creativity more important to educational psychologists? Potentials, pitfalls, and future directions in creativity research. Educational Psychologist, 39(2), 8396.Google Scholar
Posner, J., Russell, J., & Peterson, B. (2005). The circumplex model of affect: An integrative approach to affective neuroscience, cognitive development, and psychopathology. Developmental Psychopathology, 17(3), 715734.Google Scholar
Runco, M. A., & Jaeger, G. J. (2012). The Standard Definition of Creativity. Creativity Research Journal, 24(1), 9296. https://doi.org/10.1080/10400419.2012.650092CrossRefGoogle Scholar
Russell, J. (1980). A circumplex model of affect. Journal of Personality and Social Psychology, 39(6), 11611178.Google Scholar
Sawyer, R. K. (2012). Explaining Creativity: The Science of Human Innovation (2nd ed.). Oxford University Press.Google Scholar
Schneider, B., Krajcik, J., Lavonen, J., et al. (2016). Investigating optimal learning moments in U.S. and Finnish science classes. Journal of Research in Science Teaching, 53(3), 400421. https://doi.org/10.1002/tea.21306Google Scholar
Shernoff, D. J., Csikszentmihalyi, M., Shneider, B., & Shernoff, E. S. (2003). Student engagement in high school classrooms from the perspective of flow theory. School Psychology Quarterly, 18(2), 158176. https://doi.org/10.1521/scpq.18.2.158.21860CrossRefGoogle Scholar
Yenawine, P. (2013). Visual Thinking Strategies: Using Art to Deepen Learning across School Disciplines. Harvard University Press.Google Scholar
Zenasni, F., Besançon, M., & Lubart, T. (2008). Creativity and tolerance of ambiguity: An empirical study. Journal of Creative Behavior, 42(1), 6172.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×