Background noise moderates the link between cognitive styles and nonverbal creativity among undergraduate students

Abstract

Although cognitive style has long been considered a determinant of creative thinking, the moderating role of background noise is yet to be systematically examined. This study examined how cognitive style and background noise interact to influence nonverbal creativity among university students. Using a 2 x 2 factorial design, participants completed the Paper Folding Test (PFT) under noise and no-noise conditions. Data were analysed with the Hayes PROCESS Macro (Model 1) to test moderation effects. Results revealed significant positive relationships between cognitive style, background noise, and nonverbal creativity, with field-independent individuals showing higher creativity in the no-noise condition. These findings underscore the contextual nature of creative performance and suggest that aligning environmental conditions with cognitive preferences can enhance creativity and minimise maladaptive outcomes, offering practical implications for educators and psychologists designing optimal learning environments