Creative Thinking and Its Relationship with Psychological Adjustment among Postgraduate Female Students: A Field Study at the Libyan Academy – Janzour

Abstract

 This study aimed to investigate the nature of the relationship between creative thinking and psychological adjustment among postgraduate female students at the Libyan Academy–Janzour, in light of the pivotal role of these two variables in supporting academic competence and enhancing the ability to cope with the demands of scientific research. The study adopted a descriptive correlational approach, and a simple random sample consisting of 296 female students was selected. The Creative Thinking Scale, encompassing the three dimensions of fluency, flexibility, and originality, along with the Psychological Adjustment Scale, were employed after verifying their validity and reliability using appropriate statistical methods. The results revealed that the level of creative thinking among the students was moderate, with fluency ranking first, followed by flexibility and then originality. The level of psychological adjustment was also found to be moderate. Statistical analyses indicated a positive and statistically significant correlation between creative thinking, across its various dimensions, and psychological adjustment, suggesting that higher levels of psychological adjustment are associated with higher levels of creative thinking. Furthermore, the findings showed no statistically significant differences in creative thinking attributable to the variable of specialization, whereas statistically significant differences were found in psychological adjustment according to specialization, in favor of students in humanities disciplines. The study highlights the importance of strengthening psychological counseling programs and developing creative thinking skills within the university environment in order to improve students’ psychological well-being and academic performance.