Graduate student challenge-hindrance scientific research stress and creativity: Mediating effect of creative self-efficacy

Abstract

This study examined the relationship between graduate student challenge-hindrance scientific research stress and creativity and the mediating role of creative self-efficacy in that relationship. Participants were 1 210 Chinese graduate students from a large university in Jiangsu, Zhejiang, and Shanghai (females = 57.1%; humanities = 22.2%, social sciences = 45.9%, science, agriculture, and medicine = 21.9%; doctoral = 38.3%; mean age = 25.50 years). Using structural equation modelling and the bootstrap method, the results showed that challenge scientific research stress had a direct positive effect on graduate students’ creativity, while hindrance scientific research stress had a direct negative predictive effect on graduate students’ creativity, but to a lesser extent. Creative self-efficacy partially mediated the relationship between graduate student challenge scientific research stress and creativity, strengthening the relationship. Also, creative self-efficacy fully mediated in hindrance scientific research stress on graduate student creativity. These results are related to the differences in graduate students’ experiences of efficacy during individual perceptions of different stressors. The results of this study are consistent with social cognitive theory. These findings suggest a need for research managers to give graduate students suitable and challenging research tasks, a supportive research environment, resources, and material rewards for success.