PSYCHOLOGICAL MECHANISMS OF DEVELOPING PERSONAL CREATIVITY IN UNIVERSITY STUDENTS: SELF-REGULATION AND INTRINSIC MOTIVATION

Abstract

This article presents a theoretical and analytical overview of the psychological mechanisms that support the development of personal creativity in university students. Creativity is understood not only as a cognitive ability but also as an integrated system encompassing motivational, emotional, self-regulatory, and socio-contextual components. The paper synthesizes well-established perspectives in creativity research and proposes a structured model in which divergent thinking, domain knowledge, intrinsic motivation, self-efficacy, metacognitive regulation, and supportive learning environments jointly enable creative performance. Special attention is given to self-regulation (goal setting, monitoring, reflection) and intrinsic motivation (autonomy, interest, meaning) as mechanisms that connect creative potential with real creative actions. The article outlines practical implications for higher education, including psychological factors in designing creative tasks, feedback strategies, and classroom climates that reduce fear of mistakes while strengthening students’ creative identity.