Abstract Background: researchers and scholars are anxious to learn as much as possible about the distinctively human capacity to generate new ideas, new approaches, and new solutions. many laypersons still view creativity as purely a product of individual talents and tr
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Abstract Background: researchers and scholars are anxious to learn as much as possible about the distinctively human capacity to generate new ideas, new approaches, and new solutions. many laypersons still view creativity as purely a product of individual talents and traits. For a long while, most creativity researchers seemed to hold the same view. Even though J. P. Guildford's landmark address to the American Psychological Association in 1950 (Guildford, 1950) exhorted researchers to seriously dig into creativity as a cognitive and social process as well as a personality trait, the field stayed rather narrow for many years. Purpose: this study aimed to investigate the mediating role of self-construal in relationship between self-esteem and creativity. Method: the present study was descriptive (A correlational type). The statistical population of this study included all the high school students in Karaj who were studying in the second semester of 1395-96. To calculate the sample size, a Cochran formula was used that three hundred high school students were selected by multistage random cluster sampling method. the participants completed the self-esteem scale (Rosenberg,1992), self-construal scale revisited (Singelis, T. M,1994), and the Tests of Creative Thinking (Torrance,1965). Results: the results of regression analysis indicated that: a) self-esteem was the positive and significant predictor of creativity, b) the independent/ interdependent self-construal was positive and significant predictor of creativity, and c) the self-construal levels mediated the relationship between self-esteem and creativity. Conclusion: According to the findings of this research, it can be concluded that creativity will be influenced by social structures and cultural attributes rather than influenced by individual characteristics. Also training people who have high self-acceptance, less concern for others' opinions should be a priority for families and the education system, because the cultivation of these features, provide a groundwork for the formation of high self-esteem and the emergence of divergent thinking that ensures creative behaviors.
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