Gender differences in the effects of anticipated evaluation on creative performance were investigated. Participants (66 eighth-grade girls and 62 eighth-grade boys) wrote original poems and stories under conditions favoring both intrinsic and extrinsic motivation. These poems and stories were later judged for creativity by experts. There was a significant Gender x Motivational Condition interaction (p = .01). Girls' creativity decreased markedly under extrinsic constraints, but boys' did not. Implications for both teaching and research are discussed.
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John Baer (1997) studied this question.
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