Most studies of the relationship between intelligence and divergent thinking and between personality and divergent thinking put in examination singly. Apparently, an integration of intelligence and personality would lead to finding a common source of their shared effects on divergent thinking. 425 undergraduate students at universities of Perm city (Russia) took part in this study. There were 298 women and 127 men aged 17 to 22 years. Three levels of the individuality traits were specified: the nervous system, the temperament, and the personality traits. The nervous system variables were measured by the Pavlovian Temperament Survey, the temperament by the Formal Characteristics of Behaviour -- Temperament Inventory, the personality traits by the Big Five Inventory-2. Path models from individuality traits to fluid and crystallized intelligence to divergent thinking were tested in which the individuality traits were exogenous variables, the fluid and crystallized intelligences mediators, and the divergent thinking composite index the endogenous variable. Direct effects of the individuality traits on the divergent thinking were as follows. Nervous system and temperament traits produced no significant effects on the divergent thinking. Of the personality traits, Open-Mindedness, Conscientiousness, and Extraversion scores provided significant effects on the divergent thinking. When the individuality traits of different levels were combined, the Open-Mindedness and Agreeableness scores only revealed significant effects on the divergent thinking. The crystallized intelligence, in contrast to the fluid intelligence, mediated the specific indirect effects of some individuality traits on the divergent thinking. The total indirect effect of the individual traits through the fluid and crystallized intelligences as mediators on the divergent thinking was higher than that of the crystallized intelligence alone. When the individual traits of several levels were involved together in the model, the multileveled structure of the individuality traits was adjusted. [For the complete volume, "Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1," see ED626033.]