Comparing the effects of motivational and instructional self-talk on individual artistic creativity and entrepreneurial innovativeness

This study is a qualitative quasi-experiment that compares the effects of self-talk in the creativity and innovativeness of individuals, using motivational self-talk and instructional self-talk. The experiment was conducted on three groups of individuals, i.e, (1) a control group with no cue cards supplied, (2) a group where a motivational cue card is supplied at task 3, (3) a group with an instructional cue card at task 3. The study revealed that neither motivational self-talk nor instructional self-talk affected artistic creativity, although the instructional self-talk group scored higher on their second artworks. The study further revealed that motivational self-talk had the same effect on individuals in a business context as the control group. The instructional self-talk group of participants surpassed the rest of the experimental groups in all tasks performed.

Grantor dc:publisher

University of Pretoria

Year dc:date.issued

2021

Advisor dc:contributor.advisor

• Chen, Jeff

• UCTD

Statement dc:rights

• © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.

Language dc:language.iso

en

Repository record dc:identifier.uri

https://repository.up.ac.za/handle/2263/85501

OAI identifier oai:identifier

oai:repository.up.ac.za:2263/85501