A training program in mindfulness, delivered face-to-face with experiential learning techniques including grounding and directed attention exercises, did not produce a statistically significant improvement in university students' focus compared to a control group. The experimental group (26 participants) had a mean posttest score of 60.42, while the control group (23 participants) scored 59.39; an independent-sample t-test yielded a p-value of 0.789. Although the experimental group's mean was slightly higher, the difference was not significant, indicating that the mindfulness training did not demonstrably enhance student focus in this study.
Creativity is a multidimensional neurocognitive process involving dynamic interactions between the default mode network, executive control network, and salience network, which support idea generation, evaluation, and implementation. Cognitive factors like memory and thinking flexibility, along with emotional and motivational factors such as mind wandering and flow, also influence creativity. This work confirms that creativity is not singular or static but results from complex integrations among neural systems and individual experiences. The findings contribute to the neuroscience of creativity theory and its application in education and human resource development, suggesting creativity can be studied scientifically and potentially developed through neuroscience-based approaches.