We examined the relationship between mind wandering, metacognition and creativity in 116 university and 117 vocational Chilean students. They took a test of divergent thinking, a test of creative problem solving and a fluid intelligence test. Additionally, they answered mind wandering, metacognition, and reading difficulties self-report scales. We performed multivariate analyses of variance, hierarchical regression models and tests of moderation. Fluid intelligence predicted performance on both creativity tests. The reading difficulties scale predicted the test of creative problem solving but not the test of divergent thinking. Mind wandering significantly predicted both creativity measures above the contribution of fluid intelligence and reading difficulties. Metacognition did not significantly predict the measures of creativity. The type of school where the participants studied moderated the effect of metacognition on creativity. We discuss the implications of these results for research and assessment on mind wandering, metacognition and creativity.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - “Interdisciplinary System for Interactive Scientific and Scientific-Technical Information”.