The Influence of Divergent Thinking and Creative Personality on the Quality of Scientific Production and Innovation in a Dominican University

Abstract

This study analyzed how the dimensions of divergent thinking (PD)--fluency, flexibility, originality, and elaboration--impacted quality and innovation in scientific production at a university in the Dominican Republic. Using a quantitative approach based on a Structural Equation Model (SEM), the relationships between the DP, the creative personality (PC) and the indicators of quality and scientific innovation were examined. The sample included 296 participants, composed of graduate students, researchers, and administrative staff, who completed structured questionnaires adapted to the Dominican context. The findings demonstrated that flexibility and originality were the most influential factors within the DP, positioning them as key predictors of academic creativity and scientific output (coefficient = 1.98, p < 0.001). In addition, it was identified that the CP acted as a significant mediator in the relationship between the PD and the quality of the research (coefficient = 0.495, p < 0.001). The analysis of social networks (SRA) showed that individuals with high creativity occupied central positions in collaborative networks, improving knowledge transfer and fostering interdisciplinary environments. This study underscored the importance of promoting educational strategies that stimulate creativity and innovation in academic contexts. It was recommended to implement integrative programs of divergent thinking skills, collaborative spaces for researchers and students, and policies that encourage creativity in scientific projects. The limitations of the cross-sectional design and reliance on self-reports highlighted the need for future research with longitudinal methods and qualitative techniques. These findings contributed to the understanding of how to optimize creativity and PD in academic institutions, reinforcing their impact on knowledge generation and scientific advancement in Latin American contexts. Author summaryCreativity and innovation are key factors for progress in all disciplines, particularly in academic and scientific research. This study examines the impact of divergent thinking (a cognitive process characterized by generating multiple solutions to a problem) on the quality and novelty of scientific research. The research, conducted at a Dominican university, focused on four key dimensions of divergent thinking: fluency (the number of ideas generated), flexibility (the ability to adapt ideas to diverse contexts), originality (the generation of unique ideas), and elaboration (the depth and detail applied to ideas). By using structured surveys and advanced statistical models, the results reveal that originality and flexibility are the most influential factors in fostering creativity and improving the quality of research. In addition, people with pronounced creative personalities, marked by openness to new experiences and the assumption of intellectual risks, were identified as central figures in collaborative academic networks. These individuals not only improved the quality of their own work, but also contributed to fostering innovation within their professional communities. The study highlights the need to implement institutional strategies that foster creativity in academic settings. Recommendations include promoting interdisciplinary collaboration, offering specific training programs for creative problem-solving, and providing institutional support for innovative research initiatives. Such efforts can significantly improve the ability of universities to generate breakthrough discoveries and equip students and researchers with the capabilities needed to address complex global challenges. By highlighting the vital role of creativity and divergent thinking in academic research, this study provides useful information for higher education institutions seeking to advance scientific knowledge and innovation in the twenty-first century.