Revisiting the interactive effect of multicultural experience and openness to experience on divergent thinking

The moderating role of openness to experience for the relationship between multicultural experiences and divergent-thinking performance was examined. A linear-mixed modeling approach to account for variability due to subjects and alternate-uses objects was used. In a final sample of N = 199 participants a three-way interaction of instruction type (standard vs. be-creative instructions), openness to experience, and multicultural experiences was found for creative quality, but not for fluency and flexibility. Thus, evidence provided by the current study for a link of multicultural experiences and divergent thinking was not as strong as in previous studies.