Interpersonal justice and creativity: testing the underlying cognitive mechanisms
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
Purpose The purpose of this study is to examine the underlying cognitive mechanisms between interpersonal justice and creativity. Design/methodology/approach The theoretical model was tested through survey method in two distinct settings, i.e. student teams and organizational setting. Findings This study found evidence that interpersonal justice has an indirect relationship with creative behavior through two distinct paths of psychological meaningfulness and psychological availability in Study 1 and through psychological availability in Study 2. The results clarify and support the proposition in the justice literature that interpersonal fairness is relevant to creativity because of its relationship to risks associated with creativity, and that this affect holds when controlling for procedural, distributive and informational justice (Study 2). Research limitations/implications The results suggest that interpersonally fair supervision has a significant influence on employees’ creativity. Fair supervisory treatment adds value to the organization and contributes to the well-being of employees by directly influencing perceptions of psychological engagement factors of meaningfulness and availability of resources. Originality/value This study contributes to the justice, creativity and psychological engagement literatures by exploring the mechanisms linking organizational justice and creativity in a non-Western context.
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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 | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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