Montano Medina, G. A.

This study analyzed how the dimensions of divergent thinking (PD) - fluency, flexibility, originality, and elaboration -impacted quality and innovation in scientific production at a university in the Dominican Republic. Using a quantitative approach based on a Structural Equation Model (SEM), the relationships between the DP, the creative personality (PC) and the indicators of quality and scientific innovation were examined. The sample included 296 participants, composed of graduate students, researchers, and administrative staff, who completed structured questionnaires adapted to the Dominican context. The findings demonstrated that flexibility and originality were the most influential factors within the DP, positioning them as key predictors of academic creativity and scientific output (coefficient = 1.98, p < 0.001). In addition, it was identified that the CP acted as a significant mediator in the relationship between the PD and the quality of the research (coefficient = 0.495, p < 0.001). The analysis of social networks (SRA) showed that individuals with high creativity occupied central positions in collaborative networks, improving knowledge transfer and fostering interdisciplinary environments. This study underscored the importance of promoting educational strategies that stimulate creativity and innovation in academic contexts. It was recommended to implement integrative programs of divergent thinking skills, collaborative spaces for researchers and students, and policies that encourage creativity in scientific projects. The limitations of the cross-sectional design and reliance on self-reports highlighted the need for future research with longitudinal methods and qualitative techniques. These findings contributed to the understanding of how to optimize creativity and PD in academic institutions, reinforcing their impact on knowledge generation and scientific advancement in Latin American contexts.