Tolerance of Ambiguity, Openness to Experience, and Creativity in Undergraduates: A Narrative Review

Abstract

Creativity is widely considered to be a core competency for learners and graduates in rapidly changing environments; personality research has identified two dispositions as relevant to creativity repeatedly: openness to experience (OE) and tolerance of ambiguity (TOA). This narrative review examined how OE, TOA and creativity are related (with particular attention to university undergraduates). The review clarifies the three constructs and their measures, summarizes evidence for OE–creativity, TOA–creativity and OE–TOA associations, compares theoretical accounts linking them together and proposes an integrative model in which TOA may explain how openness translates into creative thinking and achievement. Evidence for an OE–creativity link is substantial and comparatively consistent. Evidence for a TOA–creativity link is positive but less strong, relies heavily on self-report, and is concentrated in a small number of research groups. Formal tests of TOA as a mediator were not found. The review closes with methodological recommendations and a research agenda for undergraduate samples, including cross-cultural and longitudinal designs, and with implications for educators who wish to foster creativity as a student strength.