Studies linking proactive personality to creativity have primarily taken a future‐oriented perspective, describing a process where individuals assess future opportunities and risks of creative endeavors. Complementing this approach, we draw on an attribution theory perspective to delineate how proactive personality relates to employee creativity through the serial mediating effects of job reflective learning—a backward‐looking cognitive process—and activated positive affective states. Job reflective learning captures backward‐looking self‐assessments and the underlying internal causal attributions, and it is differentiated into two valences: job reflective learning from successes and from failures. Based on two separate multi‐wave, multi‐source field studies, our findings consistently show a serial mediation process linking proactive personality to creativity through both valences of job reflective learning and activated positive affective states. Job reflective learning from successes breeds joviality, whereas job reflective learning from failures arouses attentiveness. Joviality and attentiveness—both types of activated positive affective states—in turn promote creativity. We discuss the theoretical and practical implications of how proactive employees manifest their proactivity trait into actual creativity through backward‐looking cognitive and affective processes.

中文翻译：

---

主动又反思？通过工作反思学习和激活的积极情感状态，将积极主动的个性化为创造力

将积极主动的人格与创造力联系起来的研究主要是从面向未来的角度出发，描述了个人评估创造力的未来机会和风险的过程。作为这种方法的补充，我们借鉴了归因理论的观点，通过工作反射学习的一系列中介作用（一种后向认知过程）和激活的积极情感状态来描述主动型人格与员工创造力的关系。工作反思型学习捕获了前瞻性的自我评估和潜在的内部因果归因，它分为两种价：成功和失败的工作反思型学习。基于两个独立的多波多源野外研究，我们的研究结果始终显示出一系列调解过程，通过工作反思性学习的价值和激活的积极情感状态，将主动型人格与创造力联系起来。从成功中学到的工作反思学习会滋生快乐，而从失败中学到的工作反思学习会引起专心。快乐和专心—这两种激活的积极情感状态—反过来又促进了创造力。我们讨论了积极进取的员工如何通过后向的认知和情感过程将其积极进取的特质表现为实际创造力的理论和实践意义。快乐和专心—两种激活的积极情感状态—反过来都会促进创造力。我们讨论了积极进取的员工如何通过后向的认知和情感过程将其积极进取的特质表现为实际创造力的理论和实践意义。快乐和专心—两种激活的积极情感状态—反过来都会促进创造力。我们讨论了积极进取的员工如何通过后向的认知和情感过程将其积极进取的特质表现为实际创造力的理论和实践意义。