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<p>This study examined how attentional traits (mind wandering and mindfulness) and metacognitive knowledge relate to creative thinking across educational levels in Chile. Two studies were conducted. Study 1 included 130 university students from a highly selective private university and a nonselective private university. Study 2 included 170 high school students from a public, a state-subsidized, and a private school. Participants completed self-report measures of mind wandering, mindfulness, and metacognitive knowledge, along with assessments of verbal divergent thinking, verbal convergent thinking, and figural creative thinking. Structural equation models revealed distinct patterns across educational levels. In university students, institutional selectivity was positively associated with verbal convergent thinking. Verbal convergent thinking was positively associated with the Describing facet of mindfulness and negatively associated with Independent Thinking and Nonjudging. Verbal divergent thinking was positively associated with Daydreaming, whereas figural creative thinking was positively associated with Study Strategies. In high school students, school type was strongly associated with verbal convergent and figural creative thinking, with students from the state-subsidized school performing worse than those from the public school and the private school. Also, students from the private school performed better than those from the public school in verbal convergent thinking. Verbal convergent and figural creative thinking were not significantly associated with self-report measures. Verbal divergent thinking, however, was positively related to Study Strategies and Observing and negatively related to Independent Thinking. Unclustered structural equation models were also tested in both studies. Differences between clustered and unclustered models suggest that institutional context accounted for substantial variance and overshadowed several associations observed in unclustered models. These findings highlight the central role of educational context in shaping creative thinking and its metacognitive and attentional correlates, underscoring the need for research that explicitly models how learning environments moderate or constrain relationships between metacognition, attentional traits, and creativity.</p>

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Unpacking creativity in a stratified system: Mind wandering, mindfulness, metacognition, and the Chilean educational divide

  • 期刊论文

  • 发表日期：

    2026年5月12日

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  • David D. Preiss,
  • Benjamin Carmona,
  • Catalina Reszczynski,
  • Valeska Grau,
  • David Torres Irribarra,
  • Alfonsina Acevedo

摘要

This study examined how attentional traits (mind wandering and mindfulness) and metacognitive knowledge relate to creative thinking across educational levels in Chile. Two studies were conducted. Study 1 included 130 university students from a highly selective private university and a nonselective private university. Study 2 included 170 high school students from a public, a state-subsidized, and a private school. Participants completed self-report measures of mind wandering, mindfulness, and metacognitive knowledge, along with assessments of verbal divergent thinking, verbal convergent thinking, and figural creative thinking. Structural equation models revealed distinct patterns across educational levels. In university students, institutional selectivity was positively associated with verbal convergent thinking. Verbal convergent thinking was positively associated with the Describing facet of mindfulness and negatively associated with Independent Thinking and Nonjudging. Verbal divergent thinking was positively associated with Daydreaming, whereas figural creative thinking was positively associated with Study Strategies. In high school students, school type was strongly associated with verbal convergent and figural creative thinking, with students from the state-subsidized school performing worse than those from the public school and the private school. Also, students from the private school performed better than those from the public school in verbal convergent thinking. Verbal convergent and figural creative thinking were not significantly associated with self-report measures. Verbal divergent thinking, however, was positively related to Study Strategies and Observing and negatively related to Independent Thinking. Unclustered structural equation models were also tested in both studies. Differences between clustered and unclustered models suggest that institutional context accounted for substantial variance and overshadowed several associations observed in unclustered models. These findings highlight the central role of educational context in shaping creative thinking and its metacognitive and attentional correlates, underscoring the need for research that explicitly models how learning environments moderate or constrain relationships between metacognition, attentional traits, and creativity.