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Amabile’s Model of Creativity - Coggle Diagram
Amabile’s Model of Creativity
Branch 1: Domain-Relevant Skills :computer:
Definition: Knowledge, technical skills, and talent specific to a particular domain or field.
Examples: Programming languages (software dev), historical analysis (history student), CAD proficiency (engineering)
Impact on Creativity :bulb:
Provides the raw materials for creative ideas
Sets boundaries for what is feasible and useful
Without sufficient expertise, creative ideas may lack quality or applicability
Branch 2: Creativity-Relevant Processes
Definition: Cognitive styles, personality traits, and thinking strategies that support flexible and original thinking.
Key Processes:
Divergent thinking (generating many ideas)
Breaking mental sets and assumptions
Tolerance for ambiguity
Suspending premature judgment
Risk-taking and experimentation
Persistence despite setbacks
Examples:
Brainstorming multiple essay structures before choosing one
Trying unconventional algorithms or solutions in coding
Reframing a problem from different perspectives
Combining ideas from unrelated domains
Impact on Creativity :bulb:
Enables novel and original solutions
Determines how creatively domain knowledge is used
Strong processes can compensate somewhat for limited expertise
Branch 3: Task Motivation (Intrinsic Motivation and Extrinsic Motivation)
Definition: Internal drive based on interest, enjoyment, curiosity, or personal meaning.
Examples:
Student coding for hours out of fascination
Researching a topic because it is personally meaningful
Writing or designing for enjoyment rather than obligation
Effect on Creativity: 💡
Strongest positive predictor of creativity
Encourages deep engagement and persistence
Leads to more original and complex ideas
Instrinsic Motivation
Extrinsic Motivation*
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Definition: Motivation driven by external rewards or pressures.
Examples:
Completing work only for grades or marks
Working for money, promotion, or recognition
Avoiding failure, criticism, or penalties
Effect on Creativity :bulb:
Can undermine creativity if perceived as controlling
May support creativity if informational or enabling (e.g. constructive feedback)
Matching Concepts
Connecting concepts:
All three components must interact for creativity to emerge
Weakness in one component limits overall creative output
Use as diagnostic tool: Which component needs strengthening?