Creative problem solving often encounters difficulties and setbacks. People with high creativity usually show great perseverance and are able to accomplish tasks in the face of obstacles and difficulties. Previous studies on grit and creativity have yielded inconsistent results, and less attention has been paid to the relationship between grit and creative problem solving. This paper uses three studies to investigate the development characteristics and mechanism of the relationship between grit and creativity, as well as the impact of creative mental models on the relationship between grit and creativity.
In Study 1, a cross-sectional design was used to investigate the relationship between grit and creativity and the influence of creative mindsets in children, adolescents and adults. The results show that creativity increased with age: there are developmental differences between grit and creativity. Adults' grit significantly positively predict creativity in the last stage of creativity tasks, adolescents' grit significantly positively predict creativity, and children's grit and creativity have no significant correlation.
In Study 2, a longitudinal study was used to track the children and adolescents in Study 1 at an interval of one year to investigate the relationship between grit and creativity, the dynamic effect of creative mindsets on grit and creativity. The results showed that the results of cross-lag analysis showed that the grit of T1 in the adolescent group could significantly and positively predict the creativity and growth mindsets of T2. The longitudinal mediating effect found that the grit of T2 in the adolescent group played a full mediating role between the growth mindset of T1 and the creativity of T2. The growth mindset had a positive impact on creativity by promoting the formation of grit.
On the basis of Study 1, Study 3 investigated the mechanism of the relationship between grit and creativity. By manipulating the duration of creative tasks, it set two task conditions: 6 minutes and unlimited. According to the time course of the creative task, it is divided into different stages (blocks) with a length of 2 minutes. At the same time, eye movement technique was used to record the task-evoked pupillary response (TEPR) to reflect the individual cognitive resources in the task. To investigate the difference of cognitive resource input of adults with high and low grit in different stages of creative tasks. The results showed that the edge of grit dimension (trait grit) significantly positively predicted originality under open-ended task conditions and tepr under limited time conditions; Task duration (state grit) significantly positive predicted originality under unlimited time and edge significantly positive predicted originality under limited time. According to the scores of grit, the subjects were divided into high grit group and low grit group. The results showed that the fluency and originality of high gritgroup were significantly higher than that of low grit group. The TEPR and fluency of the high grit group were significantly higher than those of the low grit group.
Based on the results of the three studies, we draw the following conclusions: the relationship between grit and creativity has stability and variability in development. The grit of adolescents can significantly predict creativity, adults, grit can significantly predict the creativity in long-term tasks. The growth midsets helps to develop grit and positively affects creativity by promoting the improvement of perseverance; high grit individuals distribute more cognitive resources to obtain better creativity performance.
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