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Many studies have suggested that procrastination can result in negative effects, such as anxiety and decline in academic performance; however, procrastination can be either active or passive. This study explored the serial mediation effect of personal mastery and creative self- concept in the correlation between active procrastination and creative thinking. A sample of 536 participants was asked to complete a series of questionnaires. The results demonstrated that creative self-concept played a mediating role in the correlation between active procrastination and creative thinking. Moreover, personal mastery and creative self-concept serially mediated the association between active procrastination and creative thinking. This study identified the critical factors associated with creative thinking and provided a reference for educators' interventions for improving students' creativity. [ABSTRACT FROM AUTHOR]

This study aimed to understand the effect of task motivation on online group creative performance and interpersonal interaction. A total of 150 university students were recruited to collaborate online on creativity tasks in dyads. The Mmembers' task motivation was manipulated, resulting in three groups that differed in their motivation composition. Ratings of creative performance (fluency and originality), hemodynamic inter-brain synchronization, and lag sequential analysis were compared among the three groups. The results showed that groups comprising two highly motivated members conducted an efficient communication mode and achieved the best creative performance. Contrastingly, groups composed of one high- and one low-motivation member demonstrated the closest interpersonal interaction among members. The findings of this study suggest that it is essential to ensure that every member is highly motivated to improve creative performance in online groups. However, this may result in reduced interpersonal interaction. [ABSTRACT FROM AUTHOR]

Transcranial direct current stimulation (tDCS) over the dorsolateral prefrontal cortex (DLPFC) has been shown to enhance divergent and convergent creative thinking. Yet, how stimulation impacts creative performance over time, and what cognitive mechanisms underlie any such enhancement, remain largely unanswered questions. In the present research, we aimed to (1) verify the impact of DLPFC tDCS on both convergent and divergent thinking, and further investigated (2) the temporal dynamics of divergent thinking, focusing on the serial order effect (i.e., the tendency for ideas to become more original and less frequent over time), and (3) any role that cognitive inhibition may play in mediating any effect of stimulation on creative thinking (considering the DLPFC's involvement in driving inhibitory processes that are also relevant for creative thinking). In a within-subjects design, twenty-six participants received three types of cross-hemispheric tDCS stimulation over the DLPFC (left cathodal and right anodal, L-R+; left anodal and right cathodal, L+R-; and sham). Before stimulation, they completed a pre-flanker task measuring cognitive inhibition; during stimulation, they completed the Alternate Uses Task (AUT), Remote Associates Test (RAT), and post-flanker task. Results showed that, compared with the sham stimulation, originality of responses in the AUT was significantly enhanced in the L+R- condition, while no tDCS effect was observed for the RAT. Additionally, compared with the other stimulation conditions, we found a diminished serial order effect in the L+R- condition characterized by an accelerated production of more original ideas. Critically, the L+R- condition was accompanied by better performance on the flanker task. Our findings thus verify that L+R- tDCS over the DLPFC accelerates idea originality also providing tentative clues that inhibition may act as a cognitive mechanism underlying enhancements in divergent thinking resulting from frontal lobe neuromodulation. [ABSTRACT FROM AUTHOR]

The aim of this study was to explain previous inconsistent results regarding the effects of positive affect on creative cognition based on the motivational dimensional model of affect theory and provide the underlying neural correlates of the effects of different approach-motivation intensities of positive affect on creative processes (creative idea generation and creative idea evaluation) using the functional near-infrared spectroscopy (fNIRS) technique. Sixty participants were randomly assigned to three groups (high-approach-motivated positive affect (HAM), low-approach-motivated positive affect (LAM) and affectively neutral state (NS)) to complete corresponding tasks in creative idea generation and creative idea evaluation stages. In the creative idea generation stage, the results indicated that the LAM group achieved a higher performance in flexibility and originality than the NS group. However, compared with the NS group, the LAM group exhibited a lower sensitivity in the creative idea evaluation stage. The fNIRS technique provides an ideal approach with high ecological validity for exploring the issue of affect and creativity. In current study, fNIRS results showed that the HAM group exhibited significantly more activation in the bilateral frontal lobe than the LAM group and NS group in the creative idea generation stage. This result could reflect individuals attempting to overcome a narrowed attentional scope state through the activation of bilateral frontal cortical resources in the creative process. In the creative idea evaluation stage, compared with the NS group, the LAM group showed significant deactivation in the right dorsolateral prefrontal cortex, which is a brain area associated with executive, controlled processing. Moreover, the approach-motivation intensity altered the connectivity between the left prefrontal cortex and left superior temporal gyrus in the creative idea generation stage. Thus, the influences of positive affect on creative cognitive processes (both creative performance and hemodynamic responses) were modulated by the approach-motivation intensity in the creative idea generation and creative idea evaluation stages. [ABSTRACT FROM AUTHOR]

An emerging body of research has focused on students' creativity in group contexts, with the assumption that students could be inspired by peers' ideas. Although students' openness and attention to peers' ideas are claimed to play important roles in their creativity in group settings, there is little empirical research that tests this assumption. This study examined the moderating effect of attention to peers' ideas in the relation between openness and creativity in electronic brainstorming. Participants were 91 undergraduate students who took about 10 min to complete a creative idea generation task during electronic brainstorming. Regression analyses found that students who were characterized by high openness were more creative, but only when they showed more attention to peers' ideas. This suggests that electronic brainstorming can be useful for enhancing the creativity of some students. [ABSTRACT FROM AUTHOR]

This study tested the interaction effect of the instructor's eye gaze (direct gaze vs. averted gaze) and facial expression (happy face vs. neutral face) on students' attention and learning performance in slide-based video lectures. University students (N = 120) participated in the experiment in a laboratory setting. The results of ANOVAs showed that students in the conditions that included the instructor's direct gaze paid greater attention to the instructor's face and paid less attention to the video lecture slides. However, direct gaze predicted better learning when the instructor had a happy facial expression. Our results suggest that the effects of an instructor's eye gaze are modulated by her facial expression in this educational context. The findings have practical implications for designing slide-based video lectures: an instructor is encouraged to look straight towards the camera with a happy expression. [ABSTRACT FROM AUTHOR]

Metaphors are a common way to express creative language, yet the cognitive basis of figurative language production remains poorly understood. Previous studies found that higher creative individuals can better comprehend novel metaphors, potentially due to a more flexible semantic memory network structure conducive to remote conceptual combination. The present study extends this domain to creative metaphor production and examined whether the ability to produce creative metaphors is related to variation in the structure of semantic memory. Participants completed a creative metaphor production task and two verbal fluency tasks. They were divided into two equal groups based on their creative metaphor production score. The semantic networks of these two groups were estimated and analyzed based on their verbal fluency responses using a computational network science approach. Results revealed that the semantic networks of high-metaphor producing individuals were more flexible, clustered, and less rigid than that of the low-metaphor producing individuals. Importantly, these results replicated across both semantic categories. The findings provide the first evidence that a flexible, clustered, and less rigid semantic memory structure relates to people's ability to produce figurative language, extending the growing literature on the role of semantic networks in creativity to the domain of metaphor production. [ABSTRACT FROM AUTHOR]

Dynamic, momentary affective states have significant effects on creativity; however, how negative affect modulates the neurocognitive processes involved in creativity is still unclear. This study investigated the neural mechanisms of creative thinking under varying avoidance-motivation intensity. Sixty participants (17 men and 43 women; age range = 18–25 years; mean = 21.22 years, SD = 1.35) randomly assigned to three groups (high-avoidance-motivation, low-avoidance-motivation, and unmotivated bias state) completed creative tasks in two conditions – creative idea generation and creative idea evaluation. In the former condition, the low-avoidance-motivation group exhibited greater fluency of divergent thinking than the high-avoidance-motivation group. Functional near-infrared spectroscopy revealed an interaction effect between creative demand and avoidance-motivation intensity in the bilateral inferior frontal gyrus and right middle frontal gyrus in creative idea generation. In the latter condition, there were no significant differences between the three avoidance motivation groups in behavior and brain activation results. Furthermore, the association of the prefrontal cortex and temporal region in these tasks indicated that these regions may be part of the core mechanism underlying the modulatory effects of avoidance-motivation intensity on ongoing neurocognitive processing during creative thinking. [ABSTRACT FROM AUTHOR]

The present study aimed to explore the neural-related mechanism of the creative evaluation process in individual with different levels of creativity. The time course of evaluation process for creative objects was monitored by event-related potentials (EPRs). Forty-five participants were divided into the high-creativity performance (HCP) group and the low-creativity performance (LCP) group and then completed a creative object evaluation task. The behavioral results revealed that the HCP group showed higher accuracy rates on the creative object evaluation task than the LCP group did. The ERPs analysis demonstrated that in the early stage of creative object processing, ordinary objects elicited a more negative anterior N2 at 190–340 ms than the creative objects did in the LCP group. In the late stage of creative object processing, creative objects elicited a more positive ERPs deflection in the HCP group than in the LCP group at 350–500 ms and at 500–1000 ms. Taken together, these results indicate that different creativity performance individuals may express different attention patterns or top-down processing strategy in the early stage of creative object evaluation processing; and high-creativity performance individuals can better utilize both cognitive and non-cognitive evaluation processing in the late stage, to process the creative object effectively. [ABSTRACT FROM AUTHOR]

Although encouraging student creativity is a commonly recognised goal of STEM education, there is a lack of research in this area. In this study, the effects of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking were investigated. The subjects were 461 primary students in Hong Kong. The findings revealed that (i) intellectual risk-taking was a significant and positive predictor of STEM creativity; (ii) the certainty and justification dimensions of epistemic beliefs had direct, negative and significant impacts on STEM creativity; and (iii) the complexity dimension of epistemic beliefs had both direct and indirect significantly positive impacts on STEM creativity, and the indirect impacts were mediated by intellectual risk-taking. This study revealed the complicated relationships between different orientations in epistemic beliefs and STEM creativity, which include both constraining and facilitating effects, and both direct and indirect impacts. We argue that although reducing naïve and relativistic epistemic beliefs is essential for the development of creativity in STEM education, the effects of cultivating mature epistemic beliefs may not be sufficient. Further direct and explicit approaches are required to more effectively enhance students' STEM creativity. [ABSTRACT FROM AUTHOR]

This study examined the effects of acute stress on creative problem-solving. Thirty-five male participants underwent stress induction via the Trier Social Stress Test; another 35 male participants engaged in a comparable, but less stressful, control task. Subsequently, they all took the Alternative Uses Test (AUT) and the Remote Associates Test (RAT), both of which are standard creative problem-solving tasks. Heart rate (HR) and salivary cortisol were recorded at regular intervals. Compared to controls, stressed participants responded with higher HR and salivary cortisol and reported more negative affect. A comparison of the effects of acute stress on two forms of creative problem-solving tasks, convergent and divergent problem-solving, showed stress-related reductions in the flexibility of solving. These effects were manifested according to the nature of the tasks: in convergent solving, stress induced faster, but less accurate responding; in divergent solving, stress reduced the flexibility of solution production, resulting in less variety of solutions. [ABSTRACT FROM AUTHOR]

Oral squamous cell carcinoma (OSCC), the subtype of head and neck cancers, is notorious for its high incidence and death rate. The role of long non-coding RNAs (lncRNAs) is discovered to be significant for the canceration and cancer progression. Long intergenic non-protein coding RNA 958 (LINC00958) is discovered as a carcinogene in multiple cancers, such as gastric cancer, pancreatic cancer, and glioma, but there has been no report about how LINC00958 functions in OSCC. The objective of our study is to unfold function and mechanism investigation on LINC00958 in OSCC. First, TCGA database showed the upregulation and prognostic significance of LINC00958 in head and neck squamous carcinoma. Then, we discovered in OSCC clinical samples that LINC00958 presented high expression and predicted poor prognosis. Also, LINC00958 was elevated in OSCC cells. In vitro gain- and loss-function experiments proved that LINC00958 facilitated cell growth, retarded apoptosis, accelerated migration, and epithelial-to-mesenchymal transition (EMT) in OSCC. Mechanistically, we confirmed the cytoplasmic expression of LINC00958 in OSCC cells, and revealed that LINC00958 sequestered miR-627-5p to upregulate YBX2 expression. Rescue assays indicated that LINC00958 regulated OSCC cell proliferation, motility and EMT through YBX2. Together, we showed that LINC00958 promoted OSCC progression through miR-627-5p/YBX2 axis, indicating LINC00958 as a new prognostic marker, and provided new perspectives for molecular targeted treatment for OSCC. [ABSTRACT FROM AUTHOR]

This study examined the underlying neural mechanism of acute stress affecting creative thinking. Twenty-six male participants underwent the Alternative Uses Test before and after acute stress test (Montreal Imaging Stress Task). Compared to before stress, stressed participants responded with higher salivary cortisol and salivary alpha-amylase. The electroencephalogram results indicated a general decrease in upper-frequency alpha power after stress, compared with that of before stress. The decrease in upper-frequency alpha power observed in the first stage after exposure to stress was related to memory and attention. Additionally, stress also reduced the differences between individuals with different creative abilities. In summary, these findings indicated that acute stress impaired creative thinking and primarily affected the earlier phase of the process of creative cognition. This study provides some practical implications for educational practice and corporate innovation in that a more relaxed environment promotes creative output. Lay Summary Acute stress impaired creative thinking performance and mainly affects the earlier phase of the process of creative cognition. Additionally, stress seems to reduce the differences between individuals with different creative abilities. [ABSTRACT FROM AUTHOR]

Present study aimed to immobilise the α-glucosidase on suitable supports to construct enzymatic microreactors and their subsequent applicability in efficient inhibitor screening from the Chinese Yam (Dioscorea opposita Thunb.) peel. A type of lamellar and porous composites (rGO@Fe3O4) were synthesised with a facile one-step solvothermal method and employed as carriers to construct enzymatic microreactors for screening α-glucosidase ligand from the Chinese Yam peel in league with the high performance liquid chromatography and mass spectrometry (HPLC-MS). The immobilisation amount of α-glucosidase on rGO@Fe3O4 under the optimised conditions was about 40 μg α-glucosidase/mg carriers. Furthermore, the binding capacities of screened inhibitors, 2,4-dimethoxy-6,7-dihydroxyphenanthrene and batatasin I, were 35.6 and 68.2%, respectively. Hence, considering their high screening efficiency and excellent magnetic separation ability, these as-prepared nanocomposite consisting of rGO and Fe3O4 may be potential supports for the enzyme (such as α-glucosidase) immobilisation for rapid α-glucosidase inhibitors screening from the diverse nature resources. [ABSTRACT FROM AUTHOR]

Fluorescence, ultraviolet-visible absorption spectroscopy, circular dichroism spectrum, and molecular docking methods were employed to study the interaction mechanisms of batatasin V and its isomer with human serum albumin. The two isomers both bond reactively to the hydrophobic activity in subdomain IIA, with an approximate binding affinity. Thermodynamic parameters and molecular modeling results manifested that hydrogen bonds and van der Waals force were the main contributors to the interaction. The secondary structure of human serum albumin was altered with the obvious decreased amount of α-helix. The results overall suggested similar binding mechanisms of batatasin V isomers with human serum albumin. This work will promote the further study of batatasins for pharmacological function. It could also help to provide some useful information for further drug design based on batatasins. [ABSTRACT FROM PUBLISHER]

Creative objects differ from ordinary objects in that they are created by human beings to contain novel, creative information. Previous research has demonstrated that ordinary object processing involves both a perceptual process for analyzing different features of the visual input and a higher-order process for evaluating the relevance of this visual information. However, it is unclear how and when these processes are influenced by the creative information of the object. This study utilized event-related potentials (ERPs) to investigate the time course of creative object processing. Behavioral results revealed that participants spent more time processing creative objects than they did ordinary objects. Analysis of scalp ERPs further revealed that creative objects elicited a more negative ERP deflection between 190 and 340 ms (N190–340) with an anterior scalp distribution. Additionally, creative objects elicited more positive ERP deflection than did ordinary objects between 400 and 700 ms (P400–700) with a right centro–parietal scalp distribution and between 700 and 1000 ms (late positive component) with a right anterior–central scalp distribution. Such results suggest that the processing of creative objects is composed of two distinct stages. The early perceptual stage involves the detection of visual differences exhibited by the creative objects, while the late stage involves the right-lateralized processes of understanding and encoding the creative information. [ABSTRACT FROM AUTHOR]

Learning motivation has a significant effect on student learning, which is a key determinant of academic performance and creativity. It is increasingly popular and important to cultivate learning motivation in schools. To consider this trend, a long-term intervention program named “Learn to Think” (LTT) was designed not only to improve students’ thinking ability but also to improve their learning motivation. The present study explored the effects of the LTT curriculum on primary school students’ learning motivation. The sample consisted of 158 Chinese primary school students, who were randomly assigned to experimental and control groups. Experimental students participated in the LTT curriculum for 4 years, with data collected via pretests, annual end-of-year assessments, and a delayed posttest administration 1 year after terminating the training. The results suggest that LTT had long-term transfer effects on the development of primary school students’ learning motivation, especially on deep motivation. [ABSTRACT FROM AUTHOR]

Background: Due to the long-term and chronic exposure to the peritoneal dialysis fluid, patients could develop peritoneal fibrosis and ultrafiltration failure which compromises treatment efficacy and outcome, and fibrosis is the major cause of peritoneal dialysis (PD) withdraw among patients.Methods: Twenty-one male WISTAR rats were randomly assigned to three groups, namely saline group, standard peritoneal dialysis fluid (PDF) group, and panax notoginseng saponins (PNS) group. Peritoneal fibrosis was induced by daily injection of PDF for 4 weeks. After execution, multiple histological techniques including HE and Masson's trichrome staining and transmission electron microscopy (TEM) were applied to observe the pathological changes and concentrations of multiple cytokines may involve in the process of fibrosis were determined by enzyme-linked immune sorbent assay (ELISA). Biochemistry parameters were determined by automated chemistry analyzer.Results: PNS can significantly inhibit the expression of transforming growth factor beta (TGF-β1), connective tissue growth factor (CTGF), and monocyte chemoattractant protein (MCP-1) in the peritoneum of rats. Furthermore, pathological damages, including extracellular matrix deposition, vascularization, and fibroblast, were ameliorated in PNS group when being compared with standard PDF group. Peritoneal functions were improved by regular PNS treatment with significantly elevated ultrafiltration.Conclusion: PNS is capable of improving peritoneal function in subjects with PDF exposure and can possibly applied in patients with PD after further verification. [ABSTRACT FROM PUBLISHER]

Creative problem-finding ability (CPFA) is an important component of creativity, but research into it has just started and results so far could not offer much guidance to teaching. This study utilized a 2 (teaching materials or tasks of different difficulty: high and low) × 3 (group member construction: homogeneous group, heterogeneous group, and voluntary group) between subjects design to examine how the group member construction affected student's peer interaction, and then affected creative problem-finding ability during a long-term classroom teaching process. Before the experiment, 217 5th-grade students (108 boys, 109 girls) in 4 classes were randomly chosen from 1 primary school in China to take the CPFA Test and then, according to the score on this, 188 students were chosen and matched into 6 equal groups. All of the participants in 6 groups received 16 classes of a thinking intervention program in 16 weeks and did the CPFA Test and Peer Interaction Ability Test after the experiment. The results showed that: (a) Teaching materials (or tasks) of different difficulty had no significant impact on improving students' creative problem-finding ability, (b) group member construction had a significant influence on students' peer interaction and CPFA, (c) Students of different initial CPFA in different groups had a significant difference on their peer interactive level and improvement of their CPFA, and (d) peer interaction had a positive correlation with students' CPFA. [ABSTRACT FROM AUTHOR]

Empirical research on the relationship between culture and creativity has thus far yielded no consistent results. Investigations of the differences are mostly post-hoc, and results are inconclusive. A creativity-value-oriented theory is proposed to explain cultural differences, as an alternative to ethnic and language effects. This study was conducted to compare the performances of artistic creativity of Germans and Chinese. Results revealed that the four groups of students examined (German students of Caucasian descent, German students of Asian descent, Chinese students studying abroad, and Chinese students studying in China) differed in their artistic creativity. German participants (Caucasian Germans and Asian Germans) produced more creative and aesthetically pleasing artwork than did their Chinese counterparts (Chinese studying abroad and domestic Chinese). This difference was observed by both German and Chinese judges. There no significant subgroup differences in creative performances—no difference between the two German groups, and no difference between the two Chinese groups. Finally, although there were significant differences between German judges, Chinese judges studying abroad, and domestic Chinese judges in judging the artworks, these were not due to a preference for artwork from students from their own cultural background. Chinese and German judges roughly agreed on what constitutes creativity. These results suggest that cultural differences affect creative performances. [ABSTRACT FROM AUTHOR]

Currently available pore water samplers generally do not allow continuous monitoring of temporal variations in pore water composition. Therefore, a new type of pore water collector was designed and constructed. These collectors were constructed of polyvinyl chloride (PVC) materials, including PVC tubing with one end sealed and another end topped with a removable PVC screw-cap. A row of holes was drilled 10 cm from the sealed end of each collector. These new collectors were deployed in different layers of the sediment in a constructed wetland in Lake Taihu, China, to reveal variations in the nutrient composition of pore water with high spatial and temporal resolution. Specifically, the collectors were driven into the sediment, and the pore water flowed into the tubing via gravity. The pore water was then sampled from the PVC tubing using a portable vacuum pump, and then was taken to the lab within 20 min for analysis of the dissolved oxygen (DO) and nutrient concentration. The DO concentration of the pore water was below the detection limit for all samples, indicating that the pore water was probably not influenced by the air and that the water in the collector tube was representative of the pore water. These findings suggest that the collector is capable of measuring the temporal and spatial variations in the nutrient concentrations in pore water. Furthermore, the inexpensive material, ease of construction, minimal disturbance to the sediment and applicability for wetland sediments are advantages of the collector presented here compared with traditional pore water sampling techniques. [ABSTRACT FROM PUBLISHER]

This study explores explicit and implicit gender-science stereotypes and affective attitudes towards science in a sample of Chinese secondary school students. The results showed that (1) gender-science stereotyping was more and more apparent as the specialization of science subjects progresses through secondary school, becoming stronger from the 10th grade; girls were more inclined to stereotype than boys while this gender difference decreased with increasing grade; (2) girls tend to have an implicit science-unpleasant/humanities-pleasant association from the 8th grade, while boys showed a negative implicit attitude towards science up to the 11th grade. In self-report, girls preferred humanities to science, while boys preferred science to humanities; (3) implicit affective attitude was closely related to implicit stereotype. In particular, implicit affective attitude has a stronger predictive power on stereotype than the other way around, the result of which may have more significance for girls. [ABSTRACT FROM AUTHOR]

This is a study of the development trend of creative scientific problem finding (CSPF) ability of a sample of 1,367 elementary, middle, and high school students in two Chinese cities. Students were instructed to generate science related questions in both open and closed conditions with responses scored for Fluency, Flexibility, and Originality. Results suggest that CSPF ability has a developmental trend characterized by a significant leap in the 5th grade, followed by a steady advance until it peaked in the 8th grade, and then declined and stabilized in the high school years (9th-11th grades). No difference between male and female students was found. The type of instruction showed significant differential influence on CSPF and its development. [ABSTRACT FROM AUTHOR]

This study describes the development of a test of scientific creativity for use with secondary school students. A Scientific Creativity Structure Model (SCSM) was constructed on the basis of an analysis of meanings and aspects of scientific creativity found in the literature. 50 science teachers in China took part in an initial evaluation of this model. On the basis of their analyses and comments, and drawing on the experience of the Torrance Tests of Creative Thinking, a 7-item scale for measuring scientific creativity of secondary school students was developed and validated through analyses of item response data of 160 secondary school students in England. Item analyses were conducted to check on item discrimination, internal consistency, agreement between scorers, construct-related validity, and face validity. Analysis showed adequate reliabilities and validities. As an example of how the test might be used, data from the pilot use of the test were used to investigate the relative scientific creativity of students of different age and ability level. The results indicated that for this trial sample, the scientific creativity of secondary school students increases with increase in age, and science ability is a necessary but not sufficient condition for scientific creativity. Further work is also suggested. [ABSTRACT FROM AUTHOR]

While creativity anxiety has been found to have negative relationships with various creative outcomes, whether creativity anxiety would also negatively influence creative cognitive styles (i.e. idea generation; idea selection) and the mechanisms underlying these impacts are still unknown. Based on the Self-Efficacy Theory (SET) and the Dual Pathway to Creativity Model (DPCM), we designed cross-sectional and cross-lagged models to examine the potential chain mediating effects of creative self-efficacy and novelty seeking in the influence of creative anxiety on creative cognitive styles. Five hundred and ninety-one participants were recruited to complete self-report measures of creativity anxiety, creative self-efficacy, novelty seeking, and creative cognitive styles at Time1, with 301 participants conducting a second wave of surveys within a year interval (Time 2). Results in both models showed that creativity anxiety negatively predicted idea generation and selection. More importantly, both mediation analyses showed that creativity anxiety negatively predicted idea generation indirectly through creative self-efficacy and then novelty seeking. However, creativity anxiety negatively predicted idea selection only through creative self-efficacy. This study provides empirical evidence for the negative effect of creativity anxiety on creative cognitive styles and illustrates that creative self-efficacy and novelty seeking could explain these impacts in different mediating patterns. [ABSTRACT FROM AUTHOR]