Leveraging Creativity in Charity Marketing: The Impact of Engaging in Creative Activities on Subsequent Donation Behavior
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Charities are constantly looking for new and more effective ways to engage potential donors in order to secure the resources needed to deliver services. The current work demonstrates that creative activities are one way for marketers to meet this challenge. Field and lab studies find that engaging potential donors in creative activities positively influences their donation behaviors (i.e., the likelihood of donation and the monetary amount donated). Importantly, the observed effects are shown to be context independent: they hold even when potential donors engage in creative activities unrelated to the focal cause of the charity (or the charitable organization itself). The findings suggest that engaging in a creative activity enhances the felt autonomy of the participant, thus inducing a positive affective state, which in turn leads to higher donation behaviors. Positive affect is demonstrated to enhance donation behaviors due to perceptions of donation impact and a desire for mood maintenance. However, the identified effects emerge only when one engages in a creative activity—not when the activity is noncreative, or when only the concept of creativity itself is made salient.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it