Neurocognitive Profile of Creativity in Improving Academic Performance—A Scoping Review

Abstract

The present study provides an in-depth review of the neurocognitive aspects of creativity and its association with academic achievement in children. The outcomes of this study indicate a considerable positive relationship between creativity and academic ability, namely in reading, comprehension, and written tasks. Neurocognitive processes, including associative thinking, divergent thinking, executive functions, and predictive representations, play a significant role in shaping the characteristics associated with creativity. Although creativity may lead to potential adverse outcomes, extensive study has firmly established its significance in academic accomplishment. This systematic review includes studies conducted between the years 2016 and 2022. The primary selection criteria employed for the inclusion of articles in the research encompassed the following aspects: articles written in the English language, articles directly relevant to the subject matter of the study, articles featuring a sample population comprising students, displaying regular and typical developmental patterns, articles adopting a descriptive, exploratory, or longitudinal study design. The research promotes the cultivation of creativity within educational settings, emphasizing the utilization of cultural resources, the alignment of teachers’ attitudes with the promotion of creativity, and the comprehension of neurocognitive factors influencing creative processes. There is a significant focus on the necessity for more investigation into the correlation between creativity and academic achievement. Further research is needed to gain a comprehensive understanding of how creativity is incorporated within educational settings to achieve academic performance.