Divergent thinking and stress dimensions

Abstract

This study examines the role of the stress state dimensions of Engagement, Distress, and Worry before and during a divergent thinking (DT) task, while controlling for trait emotional intelligence (trait EI). The sample consisted of 175 university students in Technical and Natural Sciences, Social Sciences and Arts. Trait EI factors (Wellbeing, Emotionality, Sociability, and Self-control) correlated positively with Engagement (pre- and within-task), and negatively with Distress (pre- and within-task) and Worry (pre-task). Regression of DT scores showed incremental validity of post-task stress state dimensions over trait EI and pre-task stress state dimensions, whereby the individual predictors were Distress (negative) and Engagement (marginal and positive). Finally, ANOVAs revealed that within-task Distress scores were associated with high DT in the Arts group, but low DT in the other groups. From the results, a possible task-to-state as well as state-to-performance relationship is inferred, and the domain specificity of the affect-creativity relationship is discussed. Implications for the educational settings and the study and assessment of these two constructs are presented.