Abstract:
This study examined if coloring activities reduced researcher-induced stress while influencing creativity, flow, and anxiety levels in college students. I utilized the Trier Social Stress Test for Groups (TSST-G) for stress induction, the State-Trait Anxiety Inventory (STAI) to measure anxiety levels, the Flow Short Scale (FSS) to measure current flow state, and the Creativity Experience Questionnaire to measure creativity and activity enjoyment. Participants for the current study included 84 students from a midsize Midwestern college (21 completed color-by-number mandalas, 21 colored plain circle mandalas, 21 completed template mandalas, and 21 read magazines as controls). Results of mixed factorial design ANOVAs showed that the TSST-G significantly increased STAI state scores while trait scores remained constant; however, there was no significant difference in post-TSST-G state scores between those who colored mandalas and those who read magazines. Therefore, coloring mandalas before stress induction did not increase the ability to cope with induced stress. Results of several MANOVAs showed that the type of activity (coloring or reading) significantly influenced activity creativity, activity enjoyment, and flow absorption state. Limited personal investment, lack of creative diversity, and timing of the coloring activity may have affected the lack of significance in post-TSST-G state scores. Additional studies that administer coloring activities after stress induction may find that coloring soothes rather than prevents anxiety.
