Psychological predictors of personal readiness for creative artistic activity
DOI:
https://doi.org/10.17721/Keywords:
personal readiness, creative artistic activity, artistic professions, creative identity, intrinsic motivation, psychological resources, psychological well-being, psychological predictorsAbstract
Background. Contemporary artistic practice unfolds amid rapid sociocultural, technological, and economic changes that place new psychological demands on artists. Professional success depends not only on knowledge and abilities, but also on personal traits that foster creativity, resilience, and adaptability. The purpose of this article is to identify the characteristics that either promote or hinder readiness for artistic practice.
Methods. The study employed the author's questionnaire of Personal Readiness for Creative Artistic Activity, the Values in Action Inventory of Strengths (VIA-IS), the Big Five Inventory-10 (BFI-10), Ryff's Psychological Well-Being Scales (PWB), the Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), the Cognitive Flexibility Scale (CFS), the Occupational Hardiness Questionnaire, and the 10-item Connor–Davidson Resilience Scale (CD-RISC-10). Statistical data analysis included the assessment of the reliability of the author's questionnaire, correlation analysis, and stepwise multiple regression analysis to identify the psychological predictors of individual components of personal readiness.
Results. Personal readiness for artistic activity was found to be a multidimensional psychological construct comprising awareness of professional choice, creative identity, intrinsic motivation for a creative profession, autonomy and courage of self-expression, tolerance for uncertainty, attitudes toward evaluation and vulnerability, psychological resourcefulness, and readiness for professional realization. The most influential positive predictors were purpose in life, openness to experience, occupational hardiness, autonomy, cognitive openness, ingenuity, appreciation of beauty, bravery, psychological commitment, self-acceptance, and leadership. Conversely, neuroticism, excessive reliance on rigid control, high behavioral normativity, excessive restraint, and conservatism were found to significantly reduce readiness for creative artistic activity.
Conclusions. Personal readiness for artistic activity is formed through the interaction of value–meaning, resource–instrumental, and personal–regulatory factors. The most important determinants are meaningfulness of professional activity, intrinsic motivation for creativity, openness to new experience, psychological resilience, autonomy, and the ability to function constructively under conditions of uncertainty.
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