Exploring the Nexus of Mindfulness, Organizational Citizenship Behavior, and Creativity: Insights from University Students
Tóm tắt:
This study investigates the relationships between Mindfulness, Organizational Citizenship Behavior (OCB), and Creativity in an academic context. Grounded in Fredrickson’s Broaden-and-Build Theory, the research examines how mindfulness, typically associated with cognitive flexibility and emotional regulation, influences creativity, alongside the role of OCB in fostering a collaborative environment. Using data from 390 university students, the study employs Structural Equation Modeling (SEM) to test the proposed relationships. While OCB positively impacts creativity, a surprising negative direct effect of mindfulness on creativity emerges, suggesting that mindfulness, in some cases, may inhibit divergent thinking. These findings challenge existing theories on the universal benefits of mindfulness and call for a deeper exploration of its context-specific applications. The results provide significant implications for educational institutions seeking to balance mindfulness practices with strategies that encourage prosocial behaviors and collective innovation.
Abstract:
This study investigates the relationships between Mindfulness, Organizational Citizenship Behavior (OCB), and Creativity in an academic context. Grounded in Fredrickson’s Broaden-and-Build Theory, the research examines how mindfulness, typically associated with cognitive flexibility and emotional regulation, influences creativity, alongside the role of OCB in fostering a collaborative environment. Using data from 390 university students, the study employs Structural Equation Modeling (SEM) to test the proposed relationships. While OCB positively impacts creativity, a surprising negative direct effect of mindfulness on creativity emerges, suggesting that mindfulness, in some cases, may inhibit divergent thinking. These findings challenge existing theories on the universal benefits of mindfulness and call for a deeper exploration of its context-specific applications. The results provide significant implications for educational institutions seeking to balance mindfulness practices with strategies that encourage prosocial behaviors and collective innovation.
