Emotional and cognitive creativity as correlates of stress resistance: an empirical study

Abstract

Academic stress is a persistent challenge for university students and may negatively affect psychological well-being, emotional stability, and academic functioning. The present study examined the relationships between emotional and cognitive creativity, stress resistance, and coping strategies among students of Kazakhstani universities.

The sample included 263 students from two universities in Astana, Kazakhstan. Emotional creativity was assessed using Averill’s Emotional Creativity Inventory, cognitive creativity using Mednick’s Remote Associates Test, perceived stress using the PSS-10, resilience using the CD-RISC, and coping behavior using the COPE-30. Data were analyzed using Spearman’s correlation analysis, the Mann-Whitney U test, and Welch’s ANOVA.

The findings demonstrated that emotional creativity was positively associated with stress resistance and adaptive coping strategies, including active coping, planning, and positive reframing. Cognitive creativity showed mostly maladaptive correlations. At the same time, gender differences were observed primarily in the emotional aspects of stress and coping, with female participants reporting higher perceived stress and emotional creativity scores.

Overall, the findings suggest that emotional creativity may function as an important personal coping resource in the context of academic stress. The results also indicate the potential value of emotionally oriented creative practices within university psychological support programs.