Motivation in Design as a Driving Force for Defining Motives of Design - Principia Designae: Pre-Design, Design, and Post-Design - page 78

an approach may contribute to theorizing about the role of motivation in design
creativity, and its relation to the design motive.
6.3.2 CO Theory: Social and Personal Motivation
for Creativity
Table 6.1 presents the 11 groupings of the original 79 themes of the COQ-CR. The
groupings were obtained by means of cluster analysis of the theme, and were
supported by factor analysis (Casakin and Kreitler 2009 ; Kreitler 2013 ) .
The 11 groupings representing the themes constituting the motivational disposition
can be organized in terms of two main categories corresponding to: (i) external
(social) motivation aspects, and (ii) internal (personal) motivation aspects
(See Table 6.1 ). Each of these can form a CO cluster which is manifested as a
vector. It may be hypothesized that under certain circumstances these two
CO clusters of social and personal motivation may be combined into one single
vector and function together in a balanced form or unbalanced form with one or the
other playing the dominant role, or they may contradict each other and result in a
conflict situation.
In order to gain insight into the application of the CO theory and the internal and
external motivational predispositions in design creativity, a comparison between
architectural and engineering groups was carried out (see Sect. 6.4 ).
6.4 The COQ-CR: Comparing the Domains
of Architecture and Engineering—Social
and Personal Motivation
In a previous study, Casakin and Kreitler ( 2009 ) explored the motivational dispo-
sition for creativity of 52 students of architectural design, and 60 students of
engineering design. The comparison was carried out to evaluate the stability of
the conceptual structure of the CO questionnaire across samples, and to determine
similarities and differences between the architectural and engineering design
groups. Thereafter, t-tests were run to compare the means of the COQ-CR for the
four belief types, and the 11 groupings in the two groups. The 11 groupings were
also factor analyzed.
It is remarkable that similar factors were found in the two groups of students,
further validating the structure of the CO questionnaire for creativity. In both
groups the first factor referred to aspects related to personal motivation: it refers
mainly to themes concerning the self—its uniqueness, development and expression.
The second factor dealt mainly with themes concerned with social motivation:
openness to the environment and the society, but without risking inner directness.