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Experiencing tensions, paradoxical thinking and college students’ creativity

Experiencing tensions, paradoxical thinking and college students’ creativity Paradoxical tensions (e.g., parental expectations and self-positioning, a desire for independence, and a continuing need for dependence, learning, and performance achievement goals) are commonly observed in college students’ lives, affecting their creativity and requiring paradoxical thinking. However, the relationships among experiencing tensions, paradoxical thinking, and college students’ creativity remain unclear. This study collected survey data from 319 college students in China to examine the mediating role of paradoxical thinking in the relationship between experiencing tensions and college students' creativity and investigate the moderating effect of dependence on mentoring on the relationship between experiencing tensions and paradoxical thinking. The results demonstrate that experiencing tension has a positive effect on paradoxical thinking, enhancing college students’ creativity. Further, experiencing tension enhances creativity through paradoxical thinking. A higher level of dependence on mentoring reduces the positive effect of experiencing tension on paradoxical thinking. These findings advance the understanding of how individuals respond to paradoxical tensions and the underlying mechanism through which experiencing tensions affects creativity, contributing to the literature on the micro-foundation of organizational paradoxes. This study enriches research on the antecedents of individual creativity in the context of paradoxical tensions and contributes to mentoring research in education within the field of paradox research. Additionally, our findings have practical implications for developing college students' creative thinking and creativity, as well as for the managing and self-managing of students in university settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asia Pacific Education Review Springer Journals

Experiencing tensions, paradoxical thinking and college students’ creativity

Wang, Jiangang; Liu, Fanghong
Asia Pacific Education Review , Volume OnlineFirst – May 19, 2023
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References (69)

Publisher
Springer Journals
Copyright
Copyright © Education Research Institute, Seoul National University 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
ISSN
1598-1037
eISSN
1876-407X
DOI
10.1007/s12564-023-09858-w
Publisher site
See Article on Publisher Site

Abstract

Paradoxical tensions (e.g., parental expectations and self-positioning, a desire for independence, and a continuing need for dependence, learning, and performance achievement goals) are commonly observed in college students’ lives, affecting their creativity and requiring paradoxical thinking. However, the relationships among experiencing tensions, paradoxical thinking, and college students’ creativity remain unclear. This study collected survey data from 319 college students in China to examine the mediating role of paradoxical thinking in the relationship between experiencing tensions and college students' creativity and investigate the moderating effect of dependence on mentoring on the relationship between experiencing tensions and paradoxical thinking. The results demonstrate that experiencing tension has a positive effect on paradoxical thinking, enhancing college students’ creativity. Further, experiencing tension enhances creativity through paradoxical thinking. A higher level of dependence on mentoring reduces the positive effect of experiencing tension on paradoxical thinking. These findings advance the understanding of how individuals respond to paradoxical tensions and the underlying mechanism through which experiencing tensions affects creativity, contributing to the literature on the micro-foundation of organizational paradoxes. This study enriches research on the antecedents of individual creativity in the context of paradoxical tensions and contributes to mentoring research in education within the field of paradox research. Additionally, our findings have practical implications for developing college students' creative thinking and creativity, as well as for the managing and self-managing of students in university settings.

Journal

Asia Pacific Education Review – Springer Journals

Published: May 19, 2023

Keywords: Experiencing tensions; Paradoxical thinking; Creativity; Dependence on mentoring; College students

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