Project Director

Ferrier, David E.

Department Examiner

Black, Kristen J.

Department

Dept. of Psychology

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

This study investigated the relationships between self-regulation and stress, self-regulation and creativity, and perceived stress as a mediator for the relationship between self-regulation and creativity. Questionnaires were administered to undergraduate students to individually access each construct. Creativity was measured through divergent thinking and self-regulation was measured through the SRS and effortful control. Regression analyses were run to determine the relationships between the constructs. A negative association was found between effortful control and stress. Individual positive relationships were found between effortful control and all of the creative thinking styles except convergent-unpleasant. Lastly, the indirect effect of effortful control on the convergent-unpleasant thinking style as mediated by stress was significant. This is a notable finding when considering previous research on the topic is contradictory.

Acknowledgments

I would like to extend my immense gratitude to my Thesis Committee, Dr. Ferrier and Dr. Black, for their guidance throughout the research and writing process. I also want to give an additional thank you to Dr. Ferrier for all the time he dedicated to answering my questions. Finally, I would like to thank the Honors College and one of my best friends, Olivia DePhillips, for their continuous support along the way.

IRB Number

18-086

Degree

B. S.; An honors thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Bachelor of Science.

Date

12-2019

Subject

Motivation in education; Learning, Psychology of; Adult learning

Keyword

Creativity; Self-regulation; Perceived stress; Emerging adults; Undergraduate students; Divergent thinking

Discipline

Psychology

Document Type

Theses

Extent

23 leaves

DCMI Type

Text

Language

English

Rights

http://rightsstatements.org/vocab/InC/1.0/

License

http://creativecommons.org/licenses/by-nc-nd/4.0/

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Psychology Commons

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