Factors Influencing Convergent Thinking

Abstract
Background
Convergent thinking plays a significant role in fields like mathematics, science and technology, where only one correct answer to a problem is accepted. Adolescents are soon-to-be adults and it is therefore of utmost importance to find out what assemblage of factors can influence convergent thinking in them. Individual factors such as intelligence, mood and personality as well as environmental factors such as parental upbringing style are all know to be related to creativity. A cross-cultural study on some of the factors influencing convergent thinking allows to identify differences as well as similarities in convergent thinking. This can in turn help to establish methods to enhance convergent thinking in both cultures.

There were 101male and 75 female Chinese students with an average age of 16.31±0.594. There were 85 male and 74 female Mauritian students with an average of 16.41±0.555. Age and gender did not differ significantly between the two groups (t=1.63, p=0.104; X2 =0.52, p= 0.471). The students first completed a general questionnaire before attempting the remaining questionnaires according to standard procedures. Intelligence was measured using Raven`s Standard Progressive Matrices (SPM), mood was measured using the Positive Affect and Negative Affect Schedule (PANAS), convergent thinking was assessed using the Remote Associates Test (RAT), personality was measured using the Neuroticism, Extraversion and Openness Five Factor Inventory (NEO-FFI), and memories of parental upbringing was measured using Egna Minnen Beträffande Uppfostran (EMBU). Data obtained was analyzed using SPSS version 22.0. Descriptive statistics, independent t-tests, Pearson correlation, linear regression and binary logistic regression were carried out to compare the obtained results. Statistical significance was set at p <

The average SPM score of Chinese students (54.09±3.06) was significantly higher than that of Mauritian students (48.88±3.95; t=13.56, p=0.000). PANAS: the average positive mood score of Chinese students (35.73±6.26) was significantly higher that of Mauritian students (33.48±5.74; t=3.42, p=0.001); the average negative mood score of Chinese students (18.55±4.98) was lower than that of Mauritian students (20.13±3.30; t= -3.39, p=0.001). NEO-FFI: The average scores of Chinese students on openness, agreeableness and conscientiousness respectively were significantly higher than those Mauritian students (31.72 ± 5.62, 26.23 ± 3.88, 30.47 ± 4.59); (29.82 ± 4.66, 25.04 ± 3.87, 25.79 ± 5.08); t1-3=3.332, 2.804, 8.884, p1-3=0.001, 0.005, 0.000; the average score on extraversion of Chinese students (29.57 ± 5.10) was significantly lower than that of Mauritian students (32.24 ± 10.54); t= - 2.997, p=0.003. EMBU: The average score for maternal emotional warmth of Chinese students (55.25±10.72) was significantly higher than that of Mauritian students (45.00±10.97; t=8.64, p=0.000). The average score for paternal emotional warmth of Chinese students (32.85±6.15) was significantly higher than that of Mauritian students (28.48±5.41; t=6.87, p=0.000). The average score for maternal over-protection for Chinese students (30.27±5.88) was significantly