ORIGINAL RESEARCH article
Front. Psychol.
Sec. Mindfulness
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1605358
From Dispositional Mindfulness to Creative Performance: The Sequential Mediating Effect of Psychological Capital and Creativity Motivation
Provisionally accepted
- The Education University of Hong Kong, Tai Po, Hong Kong, SAR China
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Drawing on insights from positive psychology theory and conservation of resources (COR) theory, the present study explored how dispositional mindfulness affects creativity through the sequential mediating effect of two positive psychological constructs-psychological capital (PsyCap) and creativity motivation. A total of 658 undergraduates in Hong Kong (51.3% female; Mage = 20.9 years) completed the study. Dispositional mindfulness, PsyCap, and creativity motivation were measured via the Chinese versions of the Mindful Attention Awareness Scale, the revised Compound PsyCap Scale, and the Creativity Motivation Scale, respectively. Regarding creativity, a multidimensional assessment approach was used to evaluate creative performance across three dimensions-idea production, creative combination, and restructuring problem solving-by using three creativity tests: (1) a divergent thinking test, (2) a gestalt combination test, and (3) a creative problem-solving test.Mediation analyses revealed that PsyCap and creativity motivation partially but significantly mediated the effect of dispositional mindfulness on all three dimensions of creativity as sequential mediators, while the residual direct effect suggested the possibility of additional unexamined pathways. These findings shed light on the psychological mechanism of positive human functioning in relation to positive personal attributes, psychological resources, and creative functioning.
Keywords: creativity, Dispositional mindfulness, Positive Psychology, Psychological Capital, Motivation, Mediation Analysis From Dispositional Mindfulness to Creative Performance: The Sequential Mediating Effect of Psychological Capital and Creativity motivation
Received: 03 Apr 2025; Accepted: 20 Jun 2025.
Copyright: © 2025 He and ZHANG. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Wu-jing He, The Education University of Hong Kong, Tai Po, Hong Kong, SAR China
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