Comparing the effects of motivational and instructional self-talk on individual artistic creativity and entrepreneurial innovativeness

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.