Task motivation enhances creative performance in online groups, but not interpersonal interaction

ABSTRACT

This study aimed to understand the effect of task motivation on online group creative performance and interpersonal interaction. A total of 150 university students were recruited to collaborate online on creativity tasks in dyads. The Mmembers’ task motivation was manipulated, resulting in three groups that differed in their motivation composition. Ratings of creative performance (fluency and originality), hemodynamic inter-brain synchronization, and lag sequential analysis were compared among the three groups. The results showed that groups comprising two highly motivated members conducted an efficient communication mode and achieved the best creative performance. Contrastingly, groups composed of one high- and one low-motivation member demonstrated the closest interpersonal interaction among members. The findings of this study suggest that it is essential to ensure that every member is highly motivated to improve creative performance in online groups. However, this may result in reduced interpersonal interaction.

KEYWORDS:

• Online group
• creative performance
• task motivation
• interpersonal interaction

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Evaluation apprehension is a major obstacle faced by creative groups that members avoid sharing new ideas for fear of being judged by others. Communicating anonymously is effective in minimizing evaluation apprehension. Production blocking occurs in face-to-face groups when one cannot express their thoughts because another group member is speaking (Gallupe, Bastianutti, & Cooper, 1991). In online groups, members can speak whenever they have an idea, rather than speaking one by one.

Additional information

Funding

This work was supported by National Natural Science Foundation of China [Grant Numbers 31871118 and 32171065] and Research Program Funds of the Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University [Grant Number 2020-05-002-BZPK01].

Notes on contributors

Xinru Zhang

Xinru Zhang is a doctoral candidate in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at Shaanxi Normal University (SNNU). Her research interests include educational psychology and creativity.

Zhongling Pi

Zhongling Pi is a Distinguished Research Professor in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at SNNU. Her research interests include educational psychology and collaborative learning.

Ruili Zhao

Ruili Zhao is a graduate student in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at SNNU. Her research interests include group learning and creativity.

Huizhi Bai

Huizhi Bai is a graduate student in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at SNNU. Her research interests include group learning and creativity.

Weiping Hu

Weiping Hu is a professor in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at SNNU. His research interests include creativity and educational psychology.

Xue Wei

Xue Wei is an undergraduate student in the School of Psychology at SNNU. Her research interests include group learning and creativity.

Nina Cai

Nina Cai is a graduate student in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at SNNU. Her research interests include group learning and creativity.

Lingling Zhang

Lingling Zhang is a graduate student in the Key Laboratory of Modern Teaching Technology (Ministry of Education) at SNNU. Her research interests include group learning and creativity.