Abstract This study opens a project that empirically investigates the Plurilingual Creativity paradigm. paradigm expands Multilingual Creative Cognition by making shifts in conceptualization of phenomena multilingualism and creativity, respectively. We examined how multilingual multicultural factors can contribute to divergent thinking. Online data collection included assessments language repertoire, experience, intercultural competence, A series regression analyses obtained evidence for...

This study continued an in-depth investigation of the Plurilingual Creativity paradigm. It examined how Big Five personality traits moderated relationship between plurilingualism/pluriculturalism and creativity. Data collection included assessments plurilingual experience (measured by abridged version Multilingual Multicultural Experience Questionnaire), multicultural desire intercultural competence Integrative Intercultural Competence Survey), divergent thinking Unusual Uses test). A series...

ABSTRACTThis study continued a project aiming at empirically investigating the Plurilingual Creativity paradigm. It looked mediating role of tolerance and intolerance ambiguity in relation between plurilingualism/pluriculturalism creativity. To test research hypotheses, we recruited 261 participants using simple random sampling technique. Participants were invited to respond assessments language repertoire (measured by number languages spoken overall proficiency these languages),...

Knowledge of a foreign language helps people from different cultures exchange experiences, expertise, and ideas worldwide. It is considered valuable asset in the professional field may be highly useful personal life. Foreign classroom anxiety phenomenon associated with fear nervousness that occurs learning context. often leads to decrease overall process efficiency, motivation loss, avoidance practice. The aim this study investigate, whether Big Five personality traits contribute anxiety....

This study aimed to investigate the association between sociodemographic factors and language anxiety in multilingual individuals. Four hundred seventeen participants, aged 16 45 years (M=23.38, SD=7.18), who were studying various foreign languages, surveyed using Foreign Language Classroom Anxiety Scale. Additionally, participants completed a demographic questionnaire assessing number of languages spoken, self-perceived proficiency, age acquisition, time spent abroad, subjective...