College Students' Creative Attributes as a Predictor of Cognitive Risk Tolerance

Previous research has focused on risky decision making rather than calculated risk taking. Cognitive risk tolerance is sensible risk taking based on an individual's ability to formulate and express one's ideas despite potential opposition or negative assessment in regard to reputation, int...

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Bibliographic Details
Published in:Psychology of aesthetics, creativity, and the arts creativity, and the arts, 2013-11, Vol.7 (4), p.350-357
Main Authors: Charyton, Christine, Snelbecker, Glenn E, Rahman, Mohammed A, Elliott, John O
Format: Article
Language:English
Subjects:
Academic Specialization
College Students
Creativity
Decision Making
Female
Human
Innovation
Male
Risk Taking
Student Attitudes
Student Characteristics
Tolerance
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Summary:Previous research has focused on risky decision making rather than calculated risk taking. Cognitive risk tolerance is sensible risk taking based on an individual's ability to formulate and express one's ideas despite potential opposition or negative assessment in regard to reputation, integrity, and honor which we propose is needed for creativity, innovation, and global competitiveness. The goal of this study was to investigate procreative and countercreative attributes and their association with cognitive risk tolerance for different college majors. Social Science (Psychology/History/Political Science) and Arts (Art/Architecture) majors reported significantly higher cognitive risk tolerance than Engineering, Education, Health Professions, Music, Business, and Undecided students. Procreative attributes (unconventional, insightful, confident, inventive, reflective, and interests wide) were associated with higher cognitive risk tolerance while countercreative attributes (mannerly, conservative, interests narrow, and cautious) were negatively associated with cognitive risk tolerance. Implications are that creative attributes and cognitive risk tolerance share qualities that are conducive toward creativity and innovation in higher education.
ISSN:1931-3896
1931-390X
DOI:10.1037/a0032706