The Big Five Personality Traits as a moderator of the Relationship between Foreign Language Classroom Anxiety and Creative Personality

Foreign language anxiety has received significant attention since many learners experience psychological barriers when learning a language. At the same time, numerous teaching methods aim to create a more efficient approach to language learning. Current research seeks to determine the influence of creative personality and the Big Five Personality Traits (BFPT) on Foreign Language Classroom Anxiety (FLCA). The respondents (N=452) aged between 16 and 45 (M=23,41, SD=7,22) received the Creative Personality Scale by Renzulli, the Ten Item Personality Inventory by Gosling, Rentfrow and Swann, and the Foreign Language Classroom Anxiety Scale by Horwitz evaluating test anxiety, communication apprehension, and fear of negative evaluation. We hypothesize that creative personality predicts FLCA components and the BFPT moderates the relationship between creative personality and FLCA. We found that creative personality significantly predicted FLCA We also found that agreeableness has a moderating effect on the relationship between creative personality and communication apprehension and creative personality and test anxiety, respectively. Based on the findings, we suggested that teachers should pay more attention to the learners’ individual differences. First, it is essential to implement creativity-nurturing methods of teaching more consciously. Second, online or offline teaching methods could decrease communication apprehension depending on the learners’ agreeableness.

Introduction

Nowadays, creativity and its nature have become of great interest in many fields – from fashion design and literature to business and management. Creativity became one of the central topics in education in general [23;37] and in foreign language acquisition in particular [26; 35; 43]. Meanwhile, teachers, linguists, psychologists, and experts in cross-cultural communication aim to indicate predictors of success in foreign language acquisition [4; 6]. The success of language acquisition is linked to a student’s ability to be an independent and self-governing learner. Since creativity is associated with brand-new ideas, imagination, and experiments [43], it is no surprise that there are creative approaches to teaching a foreign language.

Horwitz, Hortwitz, and Cope were the first ones to suggest the term foreign language anxiety (FLA) [24]. According to their study, FLA consists of the following components: test anxiety, communication apprehension, and fear of negative evaluation. According to MacIntyre and Gardner, FLA is situation-specific anxiety that is associated with a feeling of tension in language learning [33]. FLA is closely related to academic performance and language achievement [22] and leads to low self-esteem, lack of self-confidence, and difficulty acquiring new information [47].

An extensive body of literature focuses on FLA sources [31; 41]. Some studies suggest that sociodemographic factors influence FLA. For instance, it was found that some socioeconomic status (SES) contribute to FLA. Subjective SES means how individuals evaluate their  social  class  compared to  others [14].  Thus, fear of negative evaluation, communication apprehension and test anxiety were significantly predicted by the current subjective SES of the respondents [17].  Other studies suggest that FLA is predicted by internal and external motivation [29; 30], language aptitude [34], and personality traits [48; 49]. One of the most popular models to assess is the Big Five Personality Traits (BFPT). This model includes five dimensions: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism (emotional stability), and there are many studies about the influence of the BFPT on different constructs [15; 38; 42; 45].

There are several definitions of creative personality [44; 49]. High levels of intelligence, openness to experience and emotion, freedom from restraints, aesthetic sensitivity, flexibility, and independence in thoughts and actions are the characteristics of a creative personality, according to Vervalin [49]. According to Stein, a creative personality is a curious, self-assured, and ambitious achiever [44]. They are also self-critical, conventional, self-sufficient, intuitive, and empathic.

Some studies investigated the relationship between the BFPF and creativity [23; 25; 27].  Kaspi-Baruch concluded that high extraversion and emotional stability, together with low conscientiousness result in the highest creativity levels in individuals oriented toward learning [27]. They suggested that openness predicted creativity. This finding is in line with Jirásek and Sudzina's research [25]. The same study found similar yet less significant evidence for the link between extraversion and creativity. They also found a negative relationship between conscientiousness and creativity. Unlike most studies,

At the same time, numerous studies investigated the influence of BFPF on FLA development [7; 13; 32; 42]. Some studies reported a significant positive relationship between neuroticism and FLA [7;13]. On the contrary, MacIntyre and Charos did not find any connection between emotional stability and language anxiety [32]. There are also inconsistent findings regarding the link between extraversion and FLA. MacIntyre and Charos suggested that FLA is associated with higher levels of extraversion [32]. However, Dewaele found that the relationship between these two variables is only moderately significant and was only found in one sub-group [13]. Vural suggested that all five personality traits predict anxiety – openness, conscientiousness and extraversion are negatively related, whereas agreeableness and neuroticism are positively related to speaking anxiety [50]. Toyama and Yamazaki pointed out two BFPFs that influence FLA – neuroticism and openness to experience [48]. Erzhanova, Kharkhurin and Koncha suggested neuroticism, extraversion, and openness to experience predict all three components of FLCA [16].

Similarly, certain studies discovered associations between trait anxiety and creativity [10]. They found significant positive correlations between creative ability and trait anxiety. More frequent research on negative correlations suggested that other factors may moderate the relationship between these two factors [9]. Daker and colleagues found that levels of anxiety were higher for situations that required creativity compared with the same situations that did not [11]. 

The reviewed literature suggested a relationship between FLA and creativity. At the same time, BFPT revealed an influence on both FLA and creativity. These findings raise the question: can BFPT impact the existing relationship between creative personality and FLA components? 

Present study 

The current study examines the influence of BFPT on the relation between creative personality and FLA. We advanced the following hypotheses: First, creative personality predicts FLA components of fear of negative evaluation, test anxiety, and communication apprehension. Second, BFPT moderates the relationship between creative personality and FLA component. 

Methods 

Participants 

Four hundred twenty-four individuals (66 males and 358 females) aged between 16 and 45 (M=23.41, SD=7.22) participated in the survey. All respondents were foreign language learners. The recruitment of the participants was organised through social media (VK, Facebook). The respondents were native Russian speakers from 31 countries, mostly from Russia (317) and Kazakhstan (31). We ensured that all respondents were competent in Russian because the survey was administered in that language; their self-reported proficiency in Russian was M=4.72 out of 5.00 (SD=.69; see description of the language assessment below). 

Procedure 

The data was collected online using a reliable survey platform (www.1ka.si/). It took roughly 20 minutes to complete the survey. Before taking part in the survey, the respondents were informed that their participation was voluntary and uncompensated. The HSE University Ethics Committee approved the survey and the informed consent form was presented to participants.

Instruments

Socioeconomic status

To evaluate respondents’ socioeconomic status (SES), we asked them to indicate their SES on a 5-point Likert scale (very advantaged, advantaged, average,  disadvantaged,  very disadvantaged). The same instrument was used in the studies by Kharkhurin  and Okamoto [28; 36].

Foreign Language Anxiety Assessment 

Participants' levels of FLA are assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) [24]. We used a Russian version of the survey adapted by Kalganova and Mardanshina [2]. FLCAS demonstrated high internal consistency (α=.93) [24]. 33 5-Likert scale items from the questionnaire are divided into three categories: test anxiety, communication apprehension, and fear of negative evaluation. «I am usually at ease during tests in my class» is an example of a test anxiety item. «I get nervous when I do not understand every word the teacher says» is an example of a communication item. «I feel confident when I speak in the class» represents a fear of a negative evaluation item. The participants' overall scores ranged from 33 to 132 points; greater scores indicated more anxiety on each scale. 

Creative Personality 

To assess creative personality, we used the adapted version of The Scale for Rating Behavioral Characteristics of Superior Students [39]. The survey has four subscales – learning, motivation, creativity, and leadership. The only scale used in this study is the Creative Personality scale, which consists of 10 4-point Likert-type questions assessing a person's creativity. One example of an item is “A high-risk taker; adventurous and speculative”. The maximum score is 40 points, calculated as the sum of all answers to all questions. According to Renzulli., the Creative Personality Characteristics scale has a good coefficient of stability (α=.79, p<.01) [39]. 

Personality traits assessment 

The adapted version of the Ten Item Personality Inventory for Russian-speaking people was used to evaluate the personality traits of the participants [21]. The initial assessment was developed by Gosling, Rentfrow and Swann and includes a list of ten pairs of adjectives (two pairs representing each personality trait) [20]. The russian version of it was adapted by Tunik [5]. Each pair of terms represents opposite poles of the personality traits. On a 7-point Likert scale, the participants were asked to evaluate how well these combinations suit their personalities ("I view myself as..."). The five subscales included in the evaluation tool include openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. Kornilova and Chumakova employed the forward-backwards and dual-panel processes to translate the questionnaire into Russian [3].

Results 

Correlational analyses 

Table 1 presents descriptive statistics (means and standard deviations) and Pearson correlations for the research variables. The correlation analysis depicts the way how different scales of BFPT and FLA questionnaires are correlated. 

Table 1. Correlation matrix between the research variables in the current study (N = 424)

Note. * p < .05. ** p < .01

Agreeableness is found to be associated with conscientiousness (r=-.302, p<.01), creative personality (r=.104, p<.05), and fear of negative evaluation (r=.105, p<.05). Conscientiousness was negatively associated with openness to experience (r=-.386, p<.01) and creative personality (r=-.132, p<.01). 

In addition, neuroticism was positively associated with creative personality (r=.447, p<.01) as well as with all three components of foreign language anxiety: fear of negative evaluation (r=.222, p<.01), communication apprehension (r=.234, p<.01) and test anxiety (r=.172, p<.01). Openness to experience was significantly correlated with fear of negative evaluation (r=-.188, p<.01), communication apprehension (r=-.187, p<.01), and test anxiety (r=-.212, p<.01). 

Fear of negative evaluation was found to be positively related to communication apprehension (r=.861, p<.01) and test anxiety (r=.710, p<.01). In turn, communication apprehension was positively associated with test anxiety (r=.717, p<.01). 

H1: Creative Personality Contributes to Foreign Language Anxiety 

Table 2 presents the results of the linear regression analysis used to test the first hypothesis on how creative personality may predict foreign language anxiety (fear of negative evaluation, communication apprehension and test anxiety). The results demonstrate that the creative personality contributes to all three components of foreign language anxiety: fear of negative evaluation (β=.082, p<.01), communication apprehension (β=.723, p<.001) and test anxiety (β=.488, p<.001). Therefore, it can be concluded that a creative personality contributes to foreign language anxiety. So H1 is confirmed.

Table 2. Results of linear regression analysis between Creative Personality and Foreign Language Anxiety (N = 424)

Note. * p < .05. ** p < .01. *** p < .001

H2: BFPT moderates the relationship between creative personality and foreign language anxiety components

Finally, we tested the hypothesis about the moderation effect of BFPT on the relationship between creative personality and foreign language anxiety components. To test the moderation hypotheses, a regression model according to Figure 1 was constructed. 

Fig. 1. A conceptual model of the association between research variables

Annex A presents the results of the moderation paths for the creative personality variable. The results demonstrate some weak interaction effects between agreeableness on the relationship between creative personality and test anxiety and agreeableness on the relationship between creative personality and communication apprehension. However, the R square for both models is low (R2=.095 and .030 respectively), therefore, it is impossible to conclude an interaction effect between the research variables.

However, following the previous research findings by Erzhanova and colleagues, there is a need to investigate the relationship between the research variables by dividing the sample into sub-groups of the SES of the respondents [17]. Annex B presents the detailed results of the sub-group moderation analysis. We do not consider the models with interaction effects where R2 is rather low. As recommended by Dawson, the moderator was divided into low and high slopes based on the outcome in which low and high values for quantitative moderators are mean and minus/plus one SD from the mean for all moderation models [12].

Considering the moderation model of the agreeableness on the link of creative personality on test anxiety, the results showed that this interaction occurs in the high slope of the moderator (β=-.382, p<.05) for very advantaged SES, in the high slope of the moderator (β=.341, p<.001) for advantaged SES. As for the moderation effect of the agreeableness on the relationship between creative personality and communication apprehension, the results demonstrate that this interaction occurs in the low slope of the moderator (β=-.854, p<.01) and in the high slope of the moderator (β=1.643, p<.001) for the advantaged SES group. The results of the moderation analysis of agreeableness on the creative personality and fear of negative evaluation showed that the interaction occurs in the high slope of the moderator (β=1.375, p<.001) for the advantaged SES group.

Considering the moderation model of the extraversion on the link between creative personality and fear of negative evaluation, the results showed that this interaction occurs in the high slope of the moderator (β=1.025, p<.01) for very advantaged SES.

As for the moderation effect of emotional stability on the relationship between creative personality and communication apprehension, the results demonstrate that this interaction occurs in the low slope of the moderator (β=-7.048, p<.05) for a very advantaged SES.

Considering the moderation model of the openness to experience on the link of creative personality on test anxiety, the results showed that this interaction occurs in the low slope of the moderator (β=.648, p<.05) for very advantaged SES.

Discussion 

The current research investigates whether creative personality impacts FLA development and whether there is a moderating effect of the BFPT on the relationship between creative personality and FLA. The study's results demonstrate that creative personality is a positive predictor of FLA. Interestingly, we also found that some of the BFPT have a moderating effect on the relationship between creative personality and FLA components in only advantages and very advantages SES groups. Thus, agreeableness has a moderating effect on the relationship between creative personality and FLA. Extraversion, emotional stability and openness to experience were found to be moderators between creative personality and fear of negative evaluation, communication apprehension and test anxiety respectively. At the same time, openness to experience moderates the relationship between creative personality and communication apprehension. 

Creative Personality predicts FLA 

The results of the current study suggest that creative personality predicts fear of negative evaluation, communication apprehension, and test anxiety. Interestingly, higher scores of creative personality are associated with higher levels of FLA components. The predictive nature of creative personality for FLA contradicts some previous findings in the literature. According to some authors, creativity is positively related to an individual’s mental health as it promotes relaxation and reduces stress [40]. In the current research, we speculate that creative personality predicts all three components of FLA since sensitive people are more creative [8].

Reflected by higher levels of neuroticism, creative personalities often report high anxiety scores [19]. It might also be explained by the findings that the creative process is often associated with a lack of energy and intense frustration [18]. The same study highlights that creative individuals are inclined to doubt themselves, as novelty and originality demand developing new skills and ideas. Learning a foreign language requires much time and effort, and there is never an immediate result. It takes much practice and patience to master a new language, while creative people are often impatient. 

Moreover, creativity is associated with imagination [1]. Creative individuals might feel extra tension when speaking a foreign language or taking a language exam, as they can vividly imagine the possible consequences of making mistakes in that context. These feelings of frustration and self-doubt might be the grounds for developing a fear of negative evaluation, communication apprehension, and test anxiety. 

Agreeableness has a moderating effect on the relationship between Creative Personality and FLA in advantaged SES groups

Based on the study results, agreeableness has a moderating effect on the relationship between creative personality and all FLA components in advantaged SES groups. Being associated with an advantaged SES might lead to having expectations for achievement and success. First, agreeableness lead to a stronger positive relationship between creative personality and fear of negative evaluation. We speculate that these expectations from an advantaged group contribute to feeling pressured to perform well in evaluative situations, while people with high scores in agreeableness also tend to follow the rules [46]. Second, higher levels of agreeableness lead to a stronger positive relationship between creative personality and communication apprehension. This FLA component is “social” as it involves the context of direct interaction with people. At the same time, agreeableness is also a socially oriented trait. We speculate that the moderating role of agreeableness, in this case, is connected to these constructs' great extent of social orientation, especially in advantaged SES groups, where the image and impression they have on a companion are important. Third, agreeableness has a moderating effect on the relationship between creative personality and test anxiety. According to some studies, agreeableness positively relates to academic performance [38]. We speculate that by being academically more successful, learners feel more pressure in the examination context.

Extraversion has a moderating effect on the relationship between Creative Personality and Fear of Negative evaluation in advantaged SES groups

We found that, for a very advantaged SES group, extraversion is a moderator between creative personality and fear of negative evaluation. We speculate that a very advantaged SES group has better access to resources, that can amplify the positive effects of a creative personality (creative workshops, social skills training, innovative thinking). High creative personality enhances the positive aspects of extraversion, which might contribute to reducing fear of negative evaluation.

Emotional stability has a moderating effect on the relationship between Creative Personality and Communication Apprehension in advantaged SES groups

Based on the results, agreeableness moderates the relationship where higer levels of creative personality leads to higher level of communication apprehension. Individuals with low emotional stability are more sensitive to feedback and more likely to perceive others' responses as critical or negative, leading to higher communication apprehension.

Openness to experience has a moderating effect on the relationship between Creative Personality and Communication apprehension and Test Anxiety in specific SES groups

Individuals with high openness are generally more adaptable and resilient in the face of challenging situations like tests. They may see tests as opportunities for learning and intellectual engagement rather than threatening. In advantaged SES groups, where educational environments might be more stimulating and supportive, high openness can mitigate test anxiety. These students may benefit from education that encourages exploration and creative problem-solving, making test situations less stressful.

Conclusion 

Creativity is a viral construct in the education field. Many teachers and methodologists tend to implement creative approaches in the learning context and develop creativity in their students. However, the topic of creativity in foreign language acquisition is not fully understood to date. We found that creative personality contributes to all three FLA components - fear of negative evaluation, communication apprehension, and test anxiety. In addition, we also found that some of the BFPT have a moderating effect on the relationship between creative personality and FLA components in only advantages and very advantages SES groups.

The current research has some limitations. First, the age range of the respondents is considerably wide. Even though the recent study by Erzhanova, Koncha, and Kharkhurin suggested that age does not predict the level of FLA components [17], different age groups have specific personality characteristics, which might lead to different levels of FLA.

Second, the sample of the current research is gender imbalanced. The sample mainly consists of female representatives, which may play a role in the studied relationships between the variables.

Third, to assess the SES of the respondents we used a self-reported instrument containing one question about the perceived status of the participants. This might have impact on the responses due to social desirability and response bias. Also, to further investigate the influence of SES on FLA we suggest that a more complex instrument (involving questions about parents’ level of education, level of income and employment status) is used.

This study has theoretical and practical implications. First, we aim to fill the gap in the literature regarding the role of creative personality in FLA. To date, there has been a lack of empirical research and evidence on how creativity relates to FLA. Second, unlike other findings that emphasise the stress-reducing role of creativity [49], the current research suggests that creative personality predicts FLA. Based on these findings, we recommend that teachers pay more attention to their learners and be more conscious when implementing creative techniques. Third, it is crucial to train teachers to understand the diverse needs of students with different personality traits and SES backgrounds. Workshops can focus on how to recognize and support creative personalities in language learning process.

1. Vygotskii L.S. Voobrazhenie i tvorchestvo v detskom vozraste [Imagination and Creativity in Childhood]. Psikhologicheskii ocherk = Psychological Essay, 1991, no. 3, pp. 7–97. (In Russ.).
2. Kalganova G.F., Mardanshina R.M. Problemy yazykovoi trevozhnosti pri izuchenii inostrannogo yazyka v vuze ekonomicheskogo profilya [Students of Economics’ Anxiety towards English Language Learning]. Sovremennye issledovaniya sotsial'nykh problem = Modern Research of Social Problems, 2015, no. 11, pp. 608–619. DOI:10.12731/2218-7405-2015-11-50 (In Russ.).
3. Kornilova T.V., Chumakova M.A. Aprobatsiya kratkogo oprosnika Bol'shoi pyaterki (TIPI, KOBT) [Development of the Russian version of the brief Big Five questionnaire (TIPI)]. Psikhologicheskie issledovaniya = Psychological Studies, 2016. Vol. 9, no. 6, p. 5. DOI:10.54359/ps.v9i46.480 (In Russ.).
4. Korotova I.A., Polyakov D.D. Kontseptsiya mnogoyazychiya kak strategiya yazykovoi politiki i inoyazychnogo obrazovaniya v Evrope [Concept of multilingualism as strategy of language policy and foreign language edication in Europe]. Psikhologiya i pedagogika = Psychology and Pedagogics, 2015, no. 1, pp. 54–60. DOI:10.22363/2313-1683-2015-1 (In Russ.).
5. Tunik E.E. Luchshie testy na kreativnost'. Piter. 2013. Available at: https://ru.scribd.com/document/549845390 (In Russ.).
6. Chebotareva E.Yu. Osvoenie inostrannogo yazyka [Foreign language acquisition]. Entsiklopediya kross-kul'turnoi psikhologii = The Encyclopedia of Cross-Cultural Psychology, 2013, pp. 560–564. DOI:10.1002/9781118339893.wbeccp226 (In Russ.).
7. Babakhouya Y. The Big Five personality factors as predictors of English language speaking anxiety: A cross-country comparison between Morocco and South Korea. Research in Comparative and International Education, 2019. Vol. 14, no. 4, pp. 502–521. DOI:10.1177/1745499919894792
8. Bridges D., Schendan H.E. Sensitive individuals are more creative. Personality and Individual Differences, 2019. Vol. 142, pp. 186–195. DOI:10.1016/j.paid.2018.09.015
9. Byron K., Khazanchi S. A meta-analytic investigation of the relationship of state and trait anxiety to performance on figural and verbal creative tasks. Personality and Social Psychology Bulletin, 2011. Vol. 37, pp. 269–283. DOI:10.1177/0146167210392788
10. Carlsson I., Wendt P.E., Risberg J. On the neurobiology of creativity. Differences in frontal activity between high and low creative subjects. Neuropsychologia, 2000. Vol. 38, pp. 873–885. DOI:10.1016/S0028-3932(99)00128-1
11. Daker R.J., Cortes R.A., Lyons I.M., Green A.E. Creativity anxiety: Evidence for anxiety that is specific to creative thinking, from STEM to the arts. Journal of experimental psychology, 2020. Vol. 149, no. 1, pp. 42–57. DOI:10.1037/xge0000630
12. Dawson J. Moderation in Management Research: What, Why, When, and How. Journal of Business and Psychology, 2014. Vol. 29. DOI:10.1007/s10869-013-9308-7
13. Dewaele J.M. The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. The Modern Language Journal, 2013. Vol. 97, no. 3, pp. 670–684. DOI:10.1111/j.1540-4781.2013.12036.x
14. Diemer M.A., Mistry R.S., Wadsworth M.E., López I., Reimers F. Bestpractices in conceptualizing and measuring social class in psychological research. Analyses of Social Issues and Public Policy, 2013. Vol. 13, no. 1, pp. 77–113.
15.  DeYoung C.G., Quilty L.C., Peterson J.B. Between facets and domains: 10 aspects of the Big Five. Journal of Personality and Social Psychology, 2007. Vol. 93, no. 5, pp. 880–896. DOI:10.1037/0022-3514.93.5.880
16. Erzhanova A., Kharkhurin A.V., Koncha V. The Influence of Big Five Personality Traits On Foreign Language Classroom Anxiety. Psychology. Journal of the Higher School of Economics, 2024. Vol. 21, no. 1, pp. 184–201. DOI:10.17323/1813-8918-2024-1-184-201
17. Erzhanova A., Koncha V., Kharkhurin A.V. Exploring xenoglossophobia: How subjective socio-demographic status and language experience relate to foreign language classroom anxiety? Psychological Studies, 2023. Vol. 16, no. 3. DOI:10.54359/ps.v16i90.1435
18. Falavarjani M.F. Minority and creativity: Identifying age, gender, and personality differences in creative problem-solving ability among minority individuals. The Online Journal of Counseling and Education, 2017. Vol. 6, no. 2, pp. 17–29.
19. Gnezda N.M. Cognition and emotions in the creative process. Art Education, 2011. Vol. 64, no. 1, pp. 47–52. DOI:10.1080/00043125.2011.11519111
20. Gosling S.D., Rentfrow P.J., Swann Jr W.B. A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 2003. Vol. 37, no. 6, pp. 504–528. DOI:10.1016/S0092-6566(03)00046-1
21. Gosling S.D., Rentfrow P.J., Potter J. Norms for the Ten Item Personality Inventory, 2014. Unpublished Data.
22. Han S., Li Y., Haider S.A. Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment. Frontiers in Psychology, 2022. DOI:10.3389/fpsyg.2022.945062
23. Henriksen D., Creely E., Henderson M. Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational technology research and development, 2021. Vol. 69, pp. 2091–2108. DOI:10.1007/s11423-020-09912-z
24. Horwitz E.K., Horwitz M.B., Cope J. Foreign language classroom anxiety. Modern Language Journal, 1986. Vol. 70, no. 2, pp. 125–132.
25. Jirásek M., Sudzina F. Big Five Personality Traits and Creativity. Quality Innovation Prosperity, 2020. Vol. 24, no. 3, pp. 90–105. DOI:10.12776/qip.v24i3.1509
26. Jones R.H. Creativity in language learning and teaching: translingual practices and transcultural identities. Applied Linguistics Review, 2020. Vol. 11, no. 4, pp. 535–550.
27. Kaspi-Baruch O. Big Five Personality and Creativity: The Moderating Effect of Motivational Goal Orientation. Journal of Creative Behaviour, 2019. Vol. 53, pp. 325–338. DOI:10.1002/jocb.183
28. Kharkhurin A.V. The role of bilingualism in creative performance on divergent thinking and invented alien creatures tests. Journal of Creative Behavior, 2009. Vol. 43, no. 1, pp. 59–71. DOI:10.1002/j.2162-6057.2009.tb01306.x
29. Khodadady E. Research principles, methods and statistics in applied linguistics. Mashhad: Hamsayeh Aftab, 2013.
30. Liu H.J. Exploring foreign language anxiety and motivation among young adolescents in Taiwan. Tamsui Oxford Journal of Arts, 2011. Vol. 11, pp. 75–92.
31. Loewen S., Sato M. The Routledge Handbook of Instructed Second Language Acquisition (1st ed.), 2017.
32. MacIntyre P.D., Charos C. Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 1996. Vol. 15, pp. 3–26.
33. MacIntyre P., Gardner R. Language anxiety: Its relationship to other anxieties and to processing in native and second language. Language Learning, 1991. Vol. 41, pp. 513–534.
34. Marashi H., Sahafnia S. EFL Learners’ Language Aptitude, Foreign Language Anxiety, and Willingness to Communicate. International Journal of Foreign Language Teaching and Research, 2020. Vol. 8, no. 30, pp. 25–48.
35. Novikova I.A., Berisha N.S., Novikov A.L., Shlyakhta D.A. Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students. Behavioral sciences, 2020. Vol. 10, no. 1, p. 35.
36. Okamoto S. Parental socioeconomic status and adolescent health in Japan. Scientific Reports, 2021. Vol. 11. DOI:10.1038/s41598-021-91715-0
37. Pllana D. Creativity in Modern Education. World Journal of Education, 2019. Vol. 9, no. 2, p. 136.
38. Poropat A. A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 2009, pp. 322–338.
39. Renzulli J.S., Hartman R.K., Callahan C.M. Teacher Identification of Superior Students. Exceptional Children, 1971. Vol. 38, no. 3, pp. 211–214. DOI:10.1177/001440297103800303
40. Rose E., Lonsdale S. Painting place: Re-imagining landscapes for older people’s subjective wellbeing. Health and Place, 2016. Vol. 40, pp. 58–65. DOI:10.1016/j.healthplace.2016.05.002
41. Sadighi F., Dastpak M. The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners. International Journal of Education and Literacy Studies, 2017. Vol. 5, no. 4, pp. 111–115.
42. Šafranj J., Zivlak J. Effects of big five personality traits and fear of negative evaluation on foreign language anxiety. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 2019. Vol. 21, no. 1, pp. 275–306.
43. Ševečková M. Creativity in foreign language teaching. Journal of Education Culture and Society, 2016. Vol. 7, no. 2, pp. 180–188. DOI:10.15503/jecs20162.180.188
44. Stein M.I. Creativity and culture. Journal of Psychology, 1953. Vol. 36, pp. 311–322.
45. Szcześniak M., Sopińska B., Kroplewski Z. Big five personality traits and life satisfaction: The mediating role of religiosity. Religions, 2019. Vol. 10, no. 7, pp. 1–16. DOI:10.3390/rel10070437
46. Toegel G., Barsoux J.L. How to become a better leader. MIT Sloan Management Review, 2012. Vol. 53, no. 3, pp. 51–60.
47. Toyama M., Yamazaki Y. Foreign Language Anxiety and Individualism-Collectivism Culture: A Top-Down Approach for a Country/Regional-Level Analysis. SAGE Open, 2022. Vol. 12, no. 1, pp. 5–6. DOI:10.1177/21582440211069143
48. Toyama M., Yamazaki Y. Psychological factors and learning barriers in foreign language courses in higher education. 10th International Conference on Education and New Learning Technologies, 2018, pp. 1077–1081.
49. Vervalin C. Just what is Creativity? Hydrocarbon processing, 1962. Vol. 41, no. 10, pp. 109–112.
50. Vural H. The Relationship of Personality Traits with English Speaking Anxiety: A Study on Turkish University Students. Research in Educational Policy and Management, 2019.