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Creativity incorporates both domain-general and domain-specific ideas. While previous studies have explored the impact of emotional intelligence (EI) on creativity in both domains, a consensus has not been reached, and the mechanism is currently unclear. In the present study, we examined which aspect of creativity EI was most strongly associated with in a group of undergraduates. Moreover, we explored the moderated mediation effect between EI and domain-specific creativity. In Study 1, 532 undergraduates completed questionnaires measuring EI, convergent and divergent creative thinking, and creative achievement. The results revealed that the most reliable positive correlations were between EI and domain-specific creativity. In Study 2, 926 undergraduates completed measurements of EI, resilience, gratitude, and creative achievement. The results revealed that resilience mediates the relationship between EI and creative achievement. Furthermore, gratitude moderated the indirect effect of EI on creative achievement through resilience. The indirect effect of EI on creative achievement was stronger for high-gratitude individuals than for low-gratitude individuals. This orientation and other results are discussed. Overall, our findings add further nuance to the relationship between EI and creativity in different domains. This study serves as a basis for other contributions aligned with these concepts. [ABSTRACT FROM AUTHOR]

• A creativity training course was developed for university students. • STEAM activities were incorporated to practice the creative thinking skills. • The training significantly enhanced university students' creative abilities. • The training led to a trend of increase in university students' creative self-efficacy. In this fast-paced world, we are constantly required to be adaptive and creative. In particular, creative ability is needed to solve problems in various situations. The current study aimed to develop a creativity training course for university students in which STEAM (science, technology, engineering, arts, and mathematics) activities were incorporated to practice and strengthen the creative thinking skills required across domains. 80 university students were recruited for the study. Before and after the training course (duration = 4 months), participants' creativity was measured in terms of both creative abilities and creative self-efficacy. Using a pre-posttest between-subjects design, the results showed significant improvements in tasks measuring participants' creative abilities after the training, and the increase was significantly higher than in the control group. In addition, the creativity training group tended to improve their creative self-efficacy. The current findings suggest that creativity training integrating STEAM activities could be an effective approach to foster creativity. The implications for developing effective creativity training with (in) STEAM activities are discussed. [ABSTRACT FROM AUTHOR]

To provide researchers with a systematic reference on initial contact with working memory and creativity, we elucidated an essential bibliometric analysis of publications based on the Web of Science database. Results were as follows: (a) Related research started in 2003 and entered a period of rapid development since 2013, with more than 20 articles published annually; (b) Roger E. Beaty and Benedek Mathias had the most publications, while Ryuta Kawashima, Hikaru Takeuchi, and Yasuyuki Taki had the most extensive cooperation with others; (c) only 9 out of 527 organizations had formed locally finite cooperative networks; and (d) eight major research popular topics were identified: creativity, cognition, memory, working memory, performance, fMRI, cognitive control, and brain. Enhancing the study of the neural mechanisms of working memory and creativity through fMRI or functional connectivity is of great significance so that we can understand how brain regions interact not only with brain regions that are directly connected structurally but also with those that are not structurally connected. [ABSTRACT FROM AUTHOR]