![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
What role does emotion play in helping youth reach their creative potential? Does it alter how they process ideas, and how many ideas they can generate? By varying the levels of arousal associated with low, medium, and high levels of exertion in the video game Dance Dance Revolution, and inducing a positive or negative mood, this study offers evidence that emotion significantly affects creativity through the interaction of arousal and valence. Faced with the cognitive demand of creativity, lower arousal levels resulted in higher creativity scores when coupled with a negative mood. At high arousal levels, a positive mood resulted in greater creative potential than a negative mood. These results are discussed here in light of theories of emotion as a prime, as information, and as a moderator of attention.
This research was supported by the Korea Science and Engineering Foundation under the WCU (World Class University) program funded by the Ministry of Education, Science, and Technology, South Korea (Grant No. R31-2008-000-10062-0).
Notes
1A mixed-design factorial experiment with a small sample was used to pretest whether varying exertion (Isen, Daubman, & Nowicki, Citation1987) or tempo of music (Husain, Thompson, & Schellenberg, Citation2002) would more reliably elicit arousal. We found that varying exertion induced significant differences in galvanic skin response, whereas the differences evoked by varying songs on beats per minute were not as clear-cut.
Note. Horizontal means with no subscripts in common differ at p < .05 according to Tukey-Kramer HSD post-hoc test.
Note. Horizontal means with no subscripts in common differ at p < .05 according to Tukey-Kramer HSD post-hoc test.