Abstract

This study investigates the relationships among creativity, psychological capital, stress resistance, and academic achievement within Fine Arts education. Using product-of-coefficients (delta-method) tests of the indirect effects, it examines how psychological capital and stress resistance mediate the impact of creativity on academic performance among postgraduate Fine Arts students. Data were collected from 418 Chinese postgraduate students at a private university, employing validated instruments: the Self-Rated Creativity Scale, the Psychological Capital Questionnaire, the Academic Performance Scale, and the Perceived Stress Scale. The findings reveal that psychological capital fully mediates the relationship between creativity and academic achievement, whereas stress resistance functions as a partial mediator. These results underscore the pivotal role of psychological resources and stress management in harnessing creativity to enhance academic outcomes. The study suggests that educational institutions should incorporate psychological well-being initiatives and stress-resilience training into their curricula to promote creative development and academic excellence. Ultimately, this study enriches the discourse on holistic student development by bridging creativity and academic achievement through psychological capital and stress resistance.

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