Creativity is not just a catch phrase for the new decade—it is a way of life. While technology-driven innovation can promote efforts to produce optimal solutions, individually driven creativity is necessary to launch and drive cutting-edge, trailblazing ideas. The goal of this study is to examine relationships between creative divergent thinking (CDT) and motivation situated within course projects as antecedents to the overall course experience. The synthesis of transformational leadership, context-dependent fixation hypothesis, strength of weak ties perspective, contagious motivation, and constructivist learning frameworks form the interdisciplinary foundation for the proposed contagious motivation and creative experience model (CMCEM). The proposed marketing classroom model is tested using a structural equation model of N = 540 marketing undergraduate students. Findings indicate that CDT is an important individual characteristic that affects classroom dynamics. Importantly, when students exhibit higher levels of CDT, they perceive higher project uniqueness, higher levels of motivation, higher other student motivation, and more positive course experiences. In addition to other findings, the CMCEM emphasizes the powerful combination of CDT, individual student motivation, the contagious nature of that motivation on other students through well-structured group projects, and the importance of instructors as transformational teachers.

创造力不仅是新十年的口号，更是一种生活方式。尽管技术驱动型创新可以促进人们努力创造最佳解决方案，但个人驱动型创新对于推出和推动前沿的，开创性的想法是必要的。这项研究的目的是研究创造性分歧思维（CDT）与课程项目中动机之间的关系，这些动机是总体课程经验的前提。变革型领导力，依赖于上下文的固定假设，弱势关系视角的优势，传染性动机和建构主义学习框架的综合构成了所提出的传染性动机和创造经验模型（CMCEM）的跨学科基础）。建议的市场营销课堂模型是使用N = 540个市场营销本科生的结构方程模型进行测试的。研究结果表明，CDT是影响课堂动态的重要个人特征。重要的是，当学生表现出更高水平的CDT时，他们会感觉到更高的项目独特性，更高的动机水平，更高的其他学生动机以及更积极的课程体验。除了其他发现以外，CMCEM还强调了CDT的强大组合，个人学生的动机，通过结构良好的小组项目对其他学生的传染性以及教师作为变革型教师的重要性。