Use of Creative Cognition and Positive Affect in Studying: Evidence of a Reciprocal Relationship

Abstract

This two-wave study examined the longitudinal relationships between positive affect in studying and the use of creative cognition in studying. Based on the broaden-and-build theory of positive emotions, the mood-as-input model, the control-process model of self-regulation of intentional behavior, and self-determination theory, it was hypothesized that positive affect will be both an antecedent and a consequence of the use of creative cognition. A sample of 130 university students completed the International Positive and Negative Affect Schedule–Short Form (I-PANAS-SF) and the Use of Creative Cognition Scale (UCCS) with reference to their overall studying experience in the first and second semesters of an academic year. A comparison of alternative structural equation models showed clear support for the reciprocal relationship between positive affect in studying and the use of creative cognition in studying. The theoretical and practical implications of these findings are outlined.