From fear to innovation: the mediating roles of curiosity and grit in the relationship between fear of academic failure and creative problem-solving among Chinese undergraduates

Background: Fear of Academic Failure (FoAF) is a common emotional experience among undergraduates and is often associated with differences in academic performance and problem-solving. While the relationship between fear and academic outcomes is well-documented, less is known about how FoAF relates to creative problem-solving (CPS). This study explores the roles of curiosity and grit as mediators in this relationship. Methods: A cross-sectional, correlational study was employed with a sample of undergraduate students from three universities in Putian City, China. Participants completed self-report measures assessing FoAF, Curiosity, Grit, and CPS. Data were analyzed using structural equation modeling to test the direct and indirect associations of FoAF on CPS via curiosity and grit. Findings: The results revealed that FoAF was modestly positively associated with CPS (β = 0.19, 95% CI [0.091, 0.274]). Curiosity (β = 0.118) and grit (β = 0.176) also showed positive associations with CPS, and both mediators showed significant indirect associations. The pattern of coefficients indicates that the FoAF-CPS association via grit was comparatively stronger than via curiosity. Conclusion: This study offers a deeper understanding of the psychological mechanisms underlying CPS among undergraduate students. While curiosity sparks initial engagement, grit underpins the ability to solve problems creatively. These findings suggest that cultivating grit in students, particularly those facing academic challenges, may be more effective than focusing solely on curiosity. By emphasizing grit alongside curiosity, educational interventions can better support students in navigating academic obstacles and developing the problem-solving skills necessary for success in their studies and beyond.