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Creativity, and more recently dark creativity, have yet to be studied in relation to moral foundations, especially against the background of dark traits. This study identified moral foundations that predicted creativity, particularly malevolent creativity, after accounting for Dark Triad/Tetrad traits. Data (N = 529, M[subscript age] = 20.10 years, SD = 4.55) on self-reported creativity, personality, and moral foundations were collected. Results indicated that lower concerns for binding foundations (loyalty, authority, and purity) explained creativity, especially malevolent creativity. In contrast, higher concern for individualizing foundations (care and fairness) predicted creativity, whereas lower regard for these morals predicted malevolent creativity. Planned mediations indicated that lower concerns for all foundations explained greater malevolent creativity due to higher dark personality dispositions. Limitations and implications are discussed.

Students display resistance, including academic dishonesty, at all educational levels. In the present study, we qualitatively examined the extent and incidence of academic misbehaviors by 101 US college students (M[subscript age] = 22.98 years, SD = 6.70). Using a combination of self-reported closed- and open-ended questions, we developed a multi-faceted understanding of how students perceived their own classroom misbehaviors to avoid work as being original, clever, deceptive, and unethical. Questions pertaining to possible prevention, impact on grade, and repetition of the misbehavior were also included. Further, environmental contributors of such behavior were explored, inclusive of the teacher, curriculum, larger school/institutional reasons, peers, and out-of-school issues. Thematic analyses identified distinct themes related to each factor, with poor time management emerging as a salient antecedent across factors. The present study also reviews and provides strategies to improve time management among students to mitigate future instances of academic misbehavior.

The Kaufman Domains of Creativity Scale (K-DOCS; Kaufman, J. C. (2012). Counting the muses: Development of the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298-308. doi:10.1037/a0029751) is a self-report assessment of five creative domains: Everyday, Scholarly, Performance, Scientific, and Artistic. This investigation was designed to reassess the factor structure of the K-DOCS, examine its measurement invariance across men and women, and develop norms across the five domains. Data on 22,013 American participants who had completed the assessment as part of past or ongoing studies between 2012 and 2020 were collated across multiple samples. Confirmatory factor analyses indicated that both five- and nine-factor solutions had superior fit compared to a one-factor solution. The models were also gender invariant, indicating that creative domains were assessed similarly across male and female samples. Norms across gender and age-groups were provided to enable future comparisons in research settings; it is not recommended to use these norms in clinical or diagnostic contexts. The investigation concluded that the K-DOCS is a robust psychometric tool for the self-assessment of creativity across domains.

Students display resistance in the classroom in numerous ways, often in the form of academic misconduct. Some argue that resistance can reflect cleverness and creativity, rather than apathy. This investigation aimed to develop a psychometric tool to examine classroom resistance as well as identify individual and situational determinants of the same. Data from 853 participants (M[subscript age] = 19.36 years, SD = 1.93) was collected on measures of resistance behaviors in educational contexts and their environmental contributors, creativity, personality, and deception. Further, participants indicated their frequency of resistance across two time periods: kindergarten through middle school, and high school through college. Exploratory and confirmatory factor analyses identified a robust three-factor structure for the Classroom Resistance Scale, comprising Test-Oriented Cheating, Blatant Academic Dishonesty, and Unethical Shortcuts. The person-situation analysis indicated that students who engaged in resistance shared some consistent characteristics: they were more likely to be closed to new experiences, unimaginative, more extraverted, and highly influenced by their peers. Moreover, the frequency of classroom resistance increased in higher grades as compared to lower ones. Implications of spillover effects of academic dishonesty into the workplace are discussed, in addition to suggestions for future research.

Given the recent emphasis on exploring valence in creative behavior, this study examines negative creativity via a person-situation interactionist perspective. By manipulating goal valence (uses or misuses) and object valence (positive or negative), four conditions of an adapted Divergent Thinking task were used to predict positive and negative creativity. Participants (N = 178, 103 females, M[subscript age] = 23.82, SD = 4.03, range: 18-38) responded to a single condition along with the Big Five and Dark Triad personality scales in a between-groups design. Hierarchical multiple regressions revealed that goal and object valence significantly explained variance in valences of creative responses, beyond individual differences of personality. Furthermore, the congruence between goal and object valence predicted valenced creativity; that is, the positive objects and goals condition yielded more positive-original ideas, and the negative objects and goals condition yielded more negative-original ones. Object valence alone (material presses) did not contribute significantly to explaining valenced creativity. Negative-original responses were inversely related to conscientiousness, and directly to intellect/imagination and secondary psychopathy. Thus, negative creativity was attributed relatively more to person as compared to situation variables. Results are discussed from a valence-based and interactionist perspective.

The present study (N = 212; 150 females) examined the relationships between the Dark Triad, empathy, and emotion recognition in a cross-cultural sample. The Dark Triad, especially psychopathy, impeded cognitive empathy, which highlights their indifference towards others' emotional states. Further, the Dark Triad and primary psychopathy, but not secondary psychopathy, hampered emotion recognition, which was measured using multi-modal stimuli. We discuss how measures of psychopathy assess the construct differently, as well as how the relationship between psychopathy and emotion recognition is complicated. Finally, we found that those high on the Dark Triad spectrum were worse at recognizing the emotions of female actors on the Geneva Emotion Recognition Test., Author(s): Arathy Puthillam [sup.1] , Sampada Karandikar [sup.1] , Hansika Kapoor [sup.1] Author Affiliations: (1) Department of Psychology, Monk Prayogshala, , Mumbai, India The Dark Triad is composed of psychopathy, [...]

BACKGROUND: Life skill education is critical for developing various competencies among the adolescent population, especially in India, given the recent shift in policy focus. AIM: To examine the reliability, factor structure, and the validity of scales measuring gender attitudes, perceived self-efficacy, resilience, and problem-solving in order to assess the effectiveness of a life skill program among Indian adolescents. METHODS: Baseline data, before a life skill intervention program by Magic Bus India Foundation, were collected from over 16000 Indian adolescents between 11 and 15 years on different measures. Results from principal component analyses with pro-max rotation indicated a one-factor solution for all the scales. Further, confirmatory factor analyses indicated an excellent model fit using the diagonally weighted least squares method of estimation for the above- mentioned scales. RESULTS AND DISCUSSION: The models for each scale were gender invariant, indicating that gender attitudes, perceived self-efficacy, resilience, and problem solving were assessed similarly between boys and girls. Additionally, correlation analysis indicated a positive relationship between gender attitudes and self-efficacy, a negative relation between gender attitudes and resilience, and a negative association between self-efficacy and resilience. Implications are discussed. [ABSTRACT FROM AUTHOR]

Rumors, conspiracies, and health‐related misinformation have gone hand‐in‐hand with the global COVID‐19 pandemic, making it hard to obtain reliable and accurate information. Against this background, this study examined the different psychosocial predictors of believing in conspiratorial information related to general health in India. Indian participants (N = 826) responded to measures related to conspiratorial thinking, trust, moral emotions, political ideology, bullshit receptivity, and belief in conspiratorial information in an online survey. Exploratory and confirmatory factor analyses were used to determine the validity of the instruments used with an Indian sample. Results revealed that lower subjective socioeconomic status, lower trust in political institutions, greater negative moral emotions, greater conspiratorial thinking, and right‐leaning political ideology predicted beliefs in health‐related conspiratorial information. In highlighting these potential psychosocial determinants of conspiratorial beliefs, we can move toward combating conspiracies effectively and developing necessary interventions for the same. Future work can focus on assessing the moderating effects of political ideology on conspiratorial beliefs in India. [ABSTRACT FROM AUTHOR]

Self-reported dark creativity has been related to lower concerns for all moral foundations, especially among those with dark personality traits. The present study aimed to extend these findings using real-world divergent thinking tasks with ethical and unethical instructions. Data (N = 1346, males = 388, females = 840, Mage = 20.93, SD = 5.48) were collected on creative performance, moral foundations, and dark personality traits, including trait deceptiveness. Divergent thinking responses were coded for fluency, flexibility, creativity, goal-directedness, deception, moral valence, and a virtue caveat (where participants explicitly denied to give unethical responses). Results indicated that for both ethical and unethical tasks, lower binding foundations (loyalty, authority, purity) were associated with higher creative performance, whereas higher concerns for moral foundations were related to more noble and positive responses and lower deception used in responses. Among dark personality traits, only trait deceptiveness was a significant mediator between low binding foundations and high creativity. Contrary to our predictions, none of the Dark Tetrad traits were significant mediators. These findings reinforce the salience of deception in the process and outcomes related to dark creativity; implications and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Conversations about the internationalization of psychological sciences have occurred over a few decades with very little progress. Previous work shows up to 95% of participants in the studies published in mainstream journals are from Western, Educated, Industrialized, Rich, Democratic nations. Similarly, a large proportion of authors are based in North America. This imbalance is well-documented across a range of subfields in psychology, yet the specific steps and best practices to bridge publication and data gaps across world regions are still unclear. To address this issue, we conducted a hackathon at the Society for the Improvement of Psychological Science 2021 conference to develop guidelines to improve international representation of authors and participants, adapted for various stakeholders in the production of psychological knowledge. Based on this hackathon, we discuss specific guidelines and practices that funding bodies, academic institutions, professional academic societies, journal editors and reviewers, and researchers should engage with to ensure psychology is the scientific discipline of human behavior and cognition across the world. These recommendations will help us develop a more valid and fairer science of human sociality. [ABSTRACT FROM AUTHOR]

Most standardized educational tests are not intended to assess creativity. Past research in this domain has been largely correlational, examining the associations between creative beliefs or performance and scores on such tests. Hence, the primary aim of the current investigation was to determine the degree to which different metrics of creativity account for performance on standardized academic tests. Specifically, measures of creative performance, potential, self-reports, and beliefs were collected along with personality indicators and academic data (grade point averages, Australian Tertiary Admission Ranking [ATAR] scores) for Australian student participants. Results from a hierarchical multiple regression indicated that various creative potential, ability, and trait measures accounted for 18% of unique variance in ATAR scores over and above the contribution of GPA, higher conscientiousness, and higher introversion. Specifically, significant creativity variables were self-rated scholarly creativity and intellectual risk-taking, independently scored flexibility on a divergent thinking task, and objectively rated originality in generating a math equation. The findings suggest that both convergent and divergent thinking abilities play an important role in traditional academic outcomes. Limitations and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

Although the dark side of creativity and negative creativity are shaping into legitimate subconstructs, measures to assess the same remain to be validated. To meet this goal, two studies assessed the convergent, predictive, and criterion-related validities of two valence-inclusive creativity measures. One measure assessed the self-report endorsement of social creativity, and the other was an Alternate Uses Test (AUT) assessing generation of nonsocial creativity. Participants (N = 129, 88 women, M[subscript age] = 25.09 years, SD = 10.03) completed the two creativity measures and three Dark Triad personality scales (narcissism, psychopathy, Machiavellianism) through an online form. Correlations and multiple regressions were employed in the studies. Study 1 assessed the convergent and predictive validities between the two measures. Results indicated a strong convergence on the measurement of positive creativity, but not on negative creativity. Study 2 used the Dark Triad of personality as an external criterion to evaluate the criterion-related validity of the measurement of negative creativity. Although the Dark Triad predicted the self-reported endorsement of negative creativity, there was no discernable relationship with the generation of negative-creative responses on the AUT. Implications of current results, and suggestions for future metrics of valence-inclusive creativity are discussed.

This study associates the subclinical dark triad (DT) of personality--narcissism, psychopathy, and Machiavellianism, and their composite--with negative creativity. An instrument developed by the author assessed the likelihood of engaging in creativity, where negative creativity was defined as an act that is original and useful to the individual. The strength of association between creativity, positivity, and negativity was assessed via an Implicit Association Test. The DT scales, Creativity measure, and the IAT were administered to 51 Indian adults (M[subscript age] = 22.3 years, 27 women). Multiple regression analyses revealed positive associations between narcissism and positive creativity, and between psychopathy and negative creativity. Further, the composite DT score predicted engagement in negative creativity. The associative strength between negativity and creativity on the IAT was not significant, though corollaries were drawn. Limitations and contributions of this study are outlined, and suggestions for future research are summarized.