Abstract:
This study is a qualitative quasi-experiment that compares the effects of self-talk in
the creativity and innovativeness of individuals, using motivational self-talk and
instructional self-talk. The experiment was conducted on three groups of individuals,
i.e, (1) a control group with no cue cards supplied, (2) a group where a motivational
cue card is supplied at task 3, (3) a group with an instructional cue card at task 3.
The study revealed that neither motivational self-talk nor instructional self-talk
affected artistic creativity, although the instructional self-talk group scored higher on
their second artworks.
The study further revealed that motivational self-talk had the same effect on
individuals in a business context as the control group. The instructional self-talk
group of participants surpassed the rest of the experimental groups in all tasks
performed.
