The elements of creativity are sometimes generalized as cognitive, affective, personal and motivational, and social or environmental. Among these, cognitive and affective elements are arguably most important. The cognitive aspects of creativity include basic knowledge (both general and field-specific), perceptiveness, originality, attraction to complexity (e.g., combining, analyzing, and applying different, disparate ideas or concepts), open-mindedness (e.g., resistance to closure, and awareness of creativity. Affective elements include curiosity, humor, independence, and risk-taking.

According to Teresa Amabile, the elements of creativity are interconnected: each is caused by and causes the others (Figure 1).

To some extent, creativity is a function of the will. As Karlyn Adams explains in Sources of Innovation and Creativity: A Summary of the Research, "an explicit decision to be creative, along with a meta-cognitive awareness of the creative process" can do much to enhance "long-term creative results".

Figure 1.  Adapted from Growing Up Creative, Teresa Amabile (Crown, 1989).

Adams argues that motivation, in additional to foundational knowledge and thinking skills, is essential to creativity (Figure 2). The creative person is intrinsically motivated (that is, moved by the work itself and not by some external recognition or reward), with a passion for his or her field. Energy and persistence are central to creative accomplishment, as is self-confidence. One's internal sense of self and ability to manage the ups and downs of novel, cutting-edge thinking are also important components of creativity.

Some personal aspects of creativity lie in the area of innate talent rather than acquired ability, as with gifted artists, poets, and inventors.  Other aspects can be refined or generated through education, for example a preference for building new concepts when confronted with novel experiences rather than trying always to make new ideas fit old theories (see Kuhn, Runko).

Figure 2.  Adapted from Adams, K. "Sources of innovation and creativity: A summary of the research."

According to Adams, the social climate is also an important element of creativity. A "non-threatening, non-controlling climate" is a good one for "combination and recombination" of ideas. Because faculty can do much to shape the learning environment, faculty have many opportunities to foster creativity. Faculty behaviors that may foster or enhance creativity include

• Modeling: Share your thinking with students; explain how you create or combine ideas
• Communicating expectations: Let students know that creative ideas are expected and welcome
• Reinforcement: Applaud creative thinking, even (or especially) when an idea does not succeed

For more on actions that can enhance creativity, see Creative teaching.