Need for Cognition and Divergent Thinking: Evaluating the Moderating Effects of Trait Emotional Intelligence
Presenter Type
UNO Graduate Student (Masters)
Major/Field of Study
Psychology
Other
Industrial/Organizational Psychology
Advisor Information
I/O Program Director
Location
MBSC Ballroom Poster # 709 - G (Masters)
Presentation Type
Poster
Start Date
24-3-2023 2:30 PM
End Date
24-3-2023 3:45 PM
Abstract
The current study analyzed the additive and interactive effects of Need for Cognition (NFC) and Trait Emotional Intelligence (TEI) on creativity, using hierarchical multiple regression. Previous literature has identified a positive relationship between NFC and TEI. Additionally, research has supported both constructs as predictors of creativity. It was expected that TEI would moderate the relationship between NFC and creativity, such that the association would be stronger at high levels of TEI compared to low levels. Data were collected on 224 undergraduate college students from the University of Nebraska at Omaha, using self-report measures in a pen and paper format. Questionnaires were employed to assess the predictors, while creativity was evaluated through a divergent thinking fluency test. The findings indicated that NFC emerged as a predictor of creativity, while no support was observed for an interaction between NFC and TEI. Limitations of the study included range restriction, the distribution of divergent thinking fluency scores, and method-specific variance. Potential theoretical and practical implications are discussed, and suggestions for future research are provided.
Scheduling
1-2:15 p.m., 2:30 -3:45 p.m.
Need for Cognition and Divergent Thinking: Evaluating the Moderating Effects of Trait Emotional Intelligence
MBSC Ballroom Poster # 709 - G (Masters)
The current study analyzed the additive and interactive effects of Need for Cognition (NFC) and Trait Emotional Intelligence (TEI) on creativity, using hierarchical multiple regression. Previous literature has identified a positive relationship between NFC and TEI. Additionally, research has supported both constructs as predictors of creativity. It was expected that TEI would moderate the relationship between NFC and creativity, such that the association would be stronger at high levels of TEI compared to low levels. Data were collected on 224 undergraduate college students from the University of Nebraska at Omaha, using self-report measures in a pen and paper format. Questionnaires were employed to assess the predictors, while creativity was evaluated through a divergent thinking fluency test. The findings indicated that NFC emerged as a predictor of creativity, while no support was observed for an interaction between NFC and TEI. Limitations of the study included range restriction, the distribution of divergent thinking fluency scores, and method-specific variance. Potential theoretical and practical implications are discussed, and suggestions for future research are provided.