Document Type

Journal Article

Department/Unit

Department of Marketing

Title

Cultural threats in culturally mixed encounters hamper creative performance for individuals with lower openness to experience

Language

English

Abstract

Past research has examined independently how openness to experience, as a personality trait, and the situational threat triggered by a foreign cultural encounter affect the emergence of creative benefits from a culture-mixing experience. The present research provides the first evidence for the interactive effect of openness to experience and cultural threat following culturally mixed encounters on creative performance. In Study 1, under heightened perceptions of cultural threat, exposing to the mixing of Chinese and American cultures (vs. a non-mixed situation) made close-minded Chinese participants to perform more poorly in a creative generation task. In Study 2, inducing cultural threat by having a foreign cultural icon spatially intrude a sacred space of the local culture caused Chinese participants with lower levels of openness to perform less creatively when the foreign icon was deemed highly symbolic of the foreign culture. These patterns of effects did not emerge among open-minded participants. These findings suggest that trait openness acts as a buffer against foreign cultural threat to sustain the creative benefits of culture mixing.

Keywords

creativity, cultural threat, culture mixing, openness to experience

Publication Date

11-2016

Source Publication Title

Journal of Cross-Cultural Psychology

Volume

47

Issue

10

Start Page

1321

End Page

1334

Publisher

SAGE Publications

Peer Reviewed

1

Funder

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a grant awarded to Xia Chen from the Humanity and Social Science Foundation of the Chinese Ministry of Education (Grant Number: 10-YJC-630023) and from Sichuan University (Grant Number: skqx201505), a grant awarded to Angela K.-y. Leung from the Ministry of Education Academic Research Tier 1 Grant (Grant Number: 12-C242-SMU-013), and partly funded by a research grant awarded to Shirley Y. Y. Cheng from the Hong Kong Research Grants Council (Grant Number: GRF-241011).

DOI

10.1177/0022022116641513

Link to Publisher's Edition

http://dx.doi.org/10.1177/0022022116641513

ISSN (print)

00220221

ISSN (electronic)

15525422

This document is currently not available here.

Share

COinS