Browsing by Author "Zhou, Jing"

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    How others light the creative spark: Low power accentuates the benefits of diversity for individual inspiration and creativity
    (Elsevier, 2023) Hoever, Inga J.; Betancourt, Nathan E.; Chen, Guoquan; Zhou, Jing
    Power has been shown to liberate actors from situational influences that harm creativity because they elicit conformity. However, the workplace creativity literature recognizes that situational factors can also promote creativity. In this paper, we combine these findings and investigate whether this means that low-power actors benefit more from creativity-enhancing situational factors. Specifically, we test how power attenuates the impact of diversity in an actor’s environment on individual inspiration and creativity. Data from two large survey studies and one archival study provide converging evidence for the proposed contingent benefits of diversity for low-power actors’ inspiration and creativity. Together, the results of these studies demonstrate that low power may render individuals more receptive to social influences conducive to creativity, such as diversity, thereby facilitating individuals’ feelings of inspiration and displayed creativity.
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    Trait and Experiential Antecedents of Indian Medical Students’ Prosocial Knowledge and their Contribution to Students’ Clinical Performance
    (2017-08-09) Ghosh, Kamalika; Motowidlo, Stephan J.; Oswald, Frederick L.; Zhou, Jing; Beier, Margaret E.
    Drawing upon Motowidlo and Beier’s (2010) theoretical model, the present cross-sectional field study shows the ways in which Indian medical students’ (N = 310) job specific experiential antecedent or students’ perception about supervisors’ prosociality contributes to their prosocial knowledge and clinical performance in a high power distance (PD) culture. It also replicates the finding (Ghosh, Motowidlo, & Nath, 2017) that prosocial knowledge mediates the effect of agreeableness on performance even in a high-stakes profession like medicine. Importantly, this study underscores the possibility that the display of supervisory prosocial conduct can facilitate students’ beliefs about effectiveness of prosocial patient care irrespective of their stand on agreeableness personality trait. Contrary to the expectation, students’ attribution of referent power failed to moderate the relationship between students’ supervisors’ prosociality and clinical performance. Practical and theoretical contributions of this study are discussed with recommendations of potential research avenues.