Table_1_Managing Students’ Creativity in Music Education – The Mediating Role of Frustration Tolerance and Moderating Role of Emotion Regulation.pdf

Artificial intelligence (AI) era challenges the use and functions of emotion in college students and the students’ college life is often experienced as an emotional rollercoaster, negative and positive emotion can affect the emotional outcomes, but we know very little about how students can ride it most effectively to increase their creativity. We introduce frustration tolerance as a mediator and emotion regulation as a moderator to investigate the mechanism of creativity improvement under negative emotion. Drawing on a sample of 283 students from professional music colleges or music major in normal universities, we find that negative emotion are generally associated with a lower creativity, while frustration tolerance can mediate the relationship between negative emotion and creativity, but these effects depend on the emotion regulation. Cognitive reappraisal exerts a negative effect on the relationship between negative emotion and creativity, while expressive suppression has the opposite effect. Our study contributes to the literatures on student’s emotions and creativity in music education and to the emotion regulation literature.

人工智能（AI）时代对大学生情绪的运用与功能提出了挑战，大学生的校园生活往往如情绪过山车一般跌宕起伏。正负情绪均会对情绪结果产生影响，但目前学界对学生如何最有效地驾驭情绪以提升创造力仍知之甚少。本研究引入挫折容忍度作为中介变量、情绪调节作为调节变量，以探究负性情绪下创造力提升的内在作用机制。本研究招募了283名专业音乐学院学生或师范院校音乐专业学生作为研究样本，结果发现：负性情绪普遍与较低的创造力水平呈负相关；挫折容忍度可在负性情绪与创造力之间发挥中介作用，但该效应的存在依赖于个体的情绪调节策略。其中，认知重评（Cognitive reappraisal）对负性情绪与创造力之间的关联具有负向调节作用，而表达抑制（Expressive suppression）则呈现相反的调节效应。本研究不仅丰富了音乐教育领域中关于学生情绪与创造力的相关文献，也为情绪调节研究领域补充了新的实证依据。