Creativity In Adolescents Research Articles

Creativity outcomes of physical activity interventions for children and adolescents: A systematic review

The objective of this systematic review was to evaluate the evidence on Physical Activity (PA) interventions to foster thinking domain of creativity in children and adolescents, and to investigate the acute and chronic PA interventions variables that moderate creativity outcomes. This review was conducted using the PRISMA framework. A total of 14 studies were identified using WOS and SCOPUS (12 chronic PA and two acute PA intervention), which matched the following criteria: (i) peer-reviewed, longitudinal experimental studies; (ii) studies that included a sample of children or adolescents aged 3–18 years of age; incorporated a PA intervention as the independent variable; (iii) studies with at least one measure of creativity. The total number of participants in the included studies combined was 1539. The results of this review indicate that chronic PA can enhance creativity in school children and adolescents, but the effects varied considerably depending on the qualitative characteristics of the PA and the characteristics of participants. The results of this review suggest that the type of PA, the volume and the intensity of PA may be crucial factors for improving creativity. Regarding the type of PA, games, motor skills, sports and drama activities seem to be the most appropriate, while balancing and walking do not report positive effects. An important finding to emerge from the synthesis was that volume is a key factor, while how they achieve that volume does not have critical implications, as various frequencies of PA were associated with improved creativity. Furthermore, this review identified various moderator variables such as the age of the participants, their creativity level at baseline and whether they were active or inactive.

Creativity Among Adolescents and Emerging Adults in the Post-pandemic Era: A Review of the Role of the School and University System

Abstract This literature review, focusing on creativity in the time of the pandemic and post-pandemic, aims to explore the role of creativity in young people’s well-being through the education and university system. The article starts from a redefinition of creativity in the light of a dynamic and interactionist view between person, environment and task as proposed by contemporary studies. A major focus is on the role that creativity has played in well-being in the pandemic and post-pandemic period, especially for vulnerable populations such as adolescents and emerging adults. The article also focuses on the developmental tasks of adolescence and emerging adulthood, which make them particularly appropriate times for developing and promoting creativity. Finally, the review analyzes the contribution and support that schools offer young people during the pandemic. What resources and obstacles still stand in the way of the education system fostering creativity in adolescents and young adults today? The review aims to draw attention to the debated topic of creativity in education systems. Schools and universities can continue to support young people in the post-pandemic era by helping them to play an active role in society using their creative potential.

Do You Think You Are Creative? Patterns of Self-Perceived Creativity in Adolescents and Young Adults

ABSTRACT An important step in understanding domain-specific qualities of creativity is determining what patterns exist in self-perceived creativity across domains and how these patterns associate with other characteristics relevant to creativity. In two studies involving high school (Study 1) and undergraduate (Study 2) students, hierarchical cluster analyses revealed four clusters in self-perceived creativity: “I am creative,” “I am not creative,” “I might be creative in math/science,” and “I might be creative, but not in math/science.” In the first study, a discriminant function analysis indicated that the “I am creative” and “I might be creative, but not in math/science” clusters were associated with higher openness and extraversion. In the second study, the “I am creative” and “I might be creative, but not in math/science” clusters were similarly associated with higher openness, extraversion, creative self-efficacy, and self-esteem, whereas lower agreeableness and conscientiousness were associated with the “I am creative” and “I might be creative in math/science” clusters. These findings suggest that clusters of self-perceived creativity are described by both overall magnitude (low vs. high) and domain (math/science vs. other domains), and relative associations with different personal characteristics vary across these clusters.

Developmental trajectories of creativity during early adolescence in a Japanese sample: Links to perceived parental autonomy support and psychological control

This study aimed to determine the developmental trajectories of creativity during early adolescence and identify parental factors that predict the differences between these developmental trajectories. We examined the development of creativity in early adolescence using a group-based trajectory modeling. Data were collected from seventh-grade Japanese junior high school students. In this prospective longitudinal study, participants’ creativity was assessed using the verbal Torrance Tests of Creative Thinking at three time points (every six months). They also reported on perceived parental autonomy support and psychological control at the first phase of the study. Results of the analysis (N = 331) suggested that the developmental trajectories of creativity during early adolescence could be classified into three groups: low, moderate, and high. In addition, multinomial regression analyses (N = 293) showed that adolescents with higher perceived autonomy support or lower perceived psychological control were more likely to be grouped into the moderate-creativity group compared to the low-creativity group. These findings provide insights into the relationship between creativity in early adolescence and parental attitudes from the perspective of heterogeneous developmental trajectories.

The Negative Impact of Exam-Oriented Education on the Creativity of Adolescents in the 21st Century

The development of creativity in students is a crucial element of their overall growth and maturation. Creativity is an essential tool for effective problem-solving. Nonetheless, modern educational systems, which prioritize exam-oriented curricula, have created significant obstacles to the cultivation of children's creativity. Therefore, this article aims to explore the drawbacks of exam-oriented education in fostering creativity. Using the definition and significance of creativity as a foundation. Finally, this paper found that current exam-oriented educational systems hinder the development of children's creativity by depriving them of time and stifling their creative potential. As such, an education system primarily focused on examination and high scores diverges from the fundamental purpose of education, depriving children of opportunities to nurture their creativity. Therefore, the final section of this article presents suggestions for educational reforms. For example, the government needs to implement policies to alleviate student stress; Schools should offer diverse classes; Parents also need to gradually shift away from the notion that achieving high scores is the sole path to securing a promising future. These reforms could provide children with more opportunities to become creative individuals.

Insomnia and creativity in Chinese adolescents: mediation through need for cognition

BackgroundCreativity is an essential cognitive ability that plays a crucial role in advanced thinking. While previous research has demonstrated the impact of insomnia on cognitive function, its effects on creativity in Chinese adolescents remain unclear. This study explored the relationship between insomnia (specifically, daytime and nighttime disturbances) and creativity in adolescents. Additionally, it examined the potential mediating effect of the need for cognition on this relationship.MethodsQuestionnaires were administered to 302 adolescents to measure their creativity, need for cognition, and insomnia levels using the Williams Creative Tendencies Scale, Need for Cognition Scale, and Bergen Insomnia Scale, respectively. Regression analysis was conducted to examine the direct impact of insomnia on creativity. Furthermore, a mediation model was constructed to investigate the role of the need for cognition in mediating the relationship between insomnia and creativity.ResultsThe findings of the present study indicated that insomnia had a direct impact on the creativity of adolescents, demonstrating a time-of-day effect. Daytime disturbances were found to have a positive correlation with overall creativity and imagination, whereas no significant direct effect was found between nighttime disturbances and creativity. Further analysis revealed that insomnia, specifically daytime disturbances, might influence creativity by affecting the individual’s need for cognition. However, no similar indirect effects were observed for the relationship between nighttime disturbances and creativity.ConclusionsOur findings indicate that adolescents might experience improved creativity as a result of daytime disruptions, and the level of need for cognition could play a crucial role in understanding the link between insomnia and creativity in adolescents.

Bullying Victimization and Malevolent Creativity in Rural Adolescents: The Longitudinal Mediational Role of Hostile Attribution.

Extensive research has documented bully victimization as a pivotal risk factor contributing to aggressive behaviors among adolescents. Particularly, the negative outcome of increased aggressive behaviors may be exacerbated when the aggressive actions are novel and difficult to detect. The present study aims to explore the complex relationships between cyberbullying and school bullying victimization and malevolent creativity and the potential mediating role of hostile attribution using two-wave longitudinal data. The present study analyzed data from 262 rural adolescents. The results revealed that cyberbullying victimization significantly predicted malevolent creativity, whereas school bullying victimization did not. Hostile attribution served as a mediator in the relationship between cyberbullying victimization and malevolent creativity in the longitudinal models. These findings provide significant implications for mitigating the negative influence of bullying victimization on the emergence of malevolent creativity in rural adolescents.

The impact of mindfulness on creativity among Chinese adolescents: a moderated mediation model (El impacto del mindfulness en la creatividad de los adolescentes chinos: un modelo de mediación moderada)

ABSTRACT The creativity of adolescents is the basis for our country to cultivate innovative talents. We aimed to examine the association between mindfulness and adolescents’ creativity and inner mechanisms and the mediating role of mind-wandering in these associations. Moreover, the moderating role of conscientiousness and agreeableness was examined. Questionnaire-based data were collected from 916 adolescents in the form of decentralized or centralized testing, and SPSS software was used for empirical analysis. We found that mindfulness was positively associated with creativity, and mind-wandering mediated the relationship between mindfulness and creativity. In addition, conscientiousness and agreeableness moderated the relationship between mindfulness and mind-wandering. The results indicated that mindfulness is well suited for the development of adolescents’ creativity. In addition, this study suggests that a high level of mindfulness can inhibit mind-wandering and promote creativity, especially in high conscientiousness and agreeableness, which has important implications for promoting the development of creativity among adolescents.

Relationship between Executive Functions and Creativity in Children and Adolescents: A Systematic Review

(1) Background: Executive functions and creativity could play an important role in children’s education. To date, research on the relationship between these constructs has focused on adults. The objective of this systematic review was to analyze the relationship between executive functions (EFs) and creativity in children to provide teachers with tools to improve students’ abilities. (2) Methods: A total of 12 studies were identified using WOS, SCOPUS and PsycINFO, which matched the following criteria: (i) empirical studies with measures of executive functions and creativity; (ii) a sample of children or adolescents (3 to 18 years old); and (iii) in the previous decade (2012–2021). (3) Results: The results indicated a clear relationship between flexibility and creativity. Flexibility is positively correlated and inhibition is negatively correlated with creativity. There is no clear evidence that the remaining EFs, such as working memory, correlate with creativity. There was insufficient evidence on the relationship between intelligence, executive functions and creativity in a sample of children for the results to be generalized. (4) Conclusion: Future studies should consider the variability of standardized tests that measure these two constructs in order to be able to compare measurements and obtain generalizable results.

Creativity and resilience: a mini-review on post-pandemic resources for adolescents and young adults.

Two years after the outbreak of the pandemic, several studies look at the consequences for the well-being and mental health of young people. In particular, creativity and resilience are cited in the scientific literature as resources that promote this well-being in adolescents and young adults. This mini-literature review was created with the aim of examining how many articles have explored the relationship between creativity and resilience in adolescents and young adults since the onset of the pandemic. Particular attention was paid to how many of the articles actually related to the consequences of the pandemic, in which country they were published, their target population, and the models, instruments and variables used to analyze them. Only 4 articles emerged from the screening, of which only one was actually related to pandemic consequences. All articles were published in Asian countries with a target group of university students. Three of the articles used mediation models to examine the relationship between resilience as an independent variable and creativity as a dependent variable. All articles used self-assessment instruments for creativity and resilience, both at the individual and group level. This mini-review offers us the opportunity to reflect on the lack of studies that have addressed the issue of youth resources in the form of creativity and resilience since the beginning of the pandemic. The results show us a still underdeveloped interest in creativity in the scientific literature, in contrast to what the media reports on the promotion of creativity in daily life.

Cognitive style and creativity: The role of education in shaping cognitive style profiles and creativity of adolescents.

Previous research on cognitive styles (CSs) has often overlooked their complexity and the effect of the environment on their development. While research supports visual abilities as predictors of domain-specific creativity, there is a lack of studies on the predictive power of CS in relation to creativity beyond abilities. The current study aimed to explore the validity of the CS construct as environmentally sensitive individual differences in cognition. We examined the internal structure of the CS construct, its predictive power in creativity beyond visual abilities, and how CSs of Singaporean secondary school students are shaped with age under specific sociocultural influences (Singapore's emphasis on STEM disciplines). Data were collected from 347 students aged 13-16 from a secondary school in Singapore. Students were administered nine tasks assessing their visual abilities and learning preferences, artistic and scientific creativity, and questionnaires assessing their CS profiles. The confirmatory factor analyses provided evidence for a matrix-type CS structure consisting of four orthogonal CS dimensions and third levels of information processing. Structural equation models demonstrated significant contributions of context independence and intuitive processing to artistic and scientific creativity, respectively, beyond visual abilities. The results also suggested that Singapore's education system could be contributing to significantly shaping adolescents' CS profiles. Our findings support the validity of CS as individual differences in cognition that develop to cope with environmental demands. They highlight the importance of providing an appropriate environment in shaping adolescents' CS profiles to support the development of domain-specific creativity according to their strengths and talent.

“Dance of the Heart. Flight of the Soul”. Exhibition as a Project

This article presents a description of the cultural and educational exhibition project in the country, dedicated to children’s fine arts in the context of dance art. At all times, the issue of education and enlightenment of young people has always been at the forefront. Such a task caused a variety of not only methodological, but also creative solutions, which were to a greater extent associated with evolutionary processes and the surrounding reality. Today, in the age of the Internet, being in one place, it is possible to attend several events around the world at the same time, including participating in competitions. The purpose of this article is to comprehend, analyze and describe the “Dance of the Heart. Flight of the Soul” republican exhibition, timed to coincide with the International Ballet Day and the 30th anniversary of the Independence of the Republic of Kazakhstan. To study the topic, the author used analytical and descriptive methods. The sociocultural approach seems to be productive for the study as one of the ways to determine the conditions and main characteristics of the creative environment among children and adolescents, the identification of which will contribute to the development of motivation for creative self-expression and creative competencies of children and youth. In order to comprehend the exhibition project, a review of sources was carried out and conceptual and practical approaches to organizing and conducting a children's creative project were formulated. Thanks to the analysis of the exhibition, it became possible to determine what methods can be used to develop children's and adolescent creativity, and to express of some internal, often unconscious intentions at a similar age.

Relación existente entre creatividad y rendimiento académico en la adolescencia: Una revisión sistemática

The relationship between creativity and academic achievement in adolescence: A systematic review. Creativity is a human capacity that serves to provide original and novel answers to problems that arise in everyday life, and therefore enhances students’ development. On the other hand, academic achievement is one of the main elements used to identify whether subjects have acquired certain knowledge. The aim of this systematic review is to analyse the relationship between creativity and academic achievement in adolescent students, as well as to examine qualitatively the differences between the different dimensions that assess creativity in academic achievement. In terms of methodology, the databases Web of Science, Scopus, PsycINFO and ERIC have been consulted based on search formulas elaborated using the descriptors creativity and performance which, based on the use of eligibility criteria, have given rise to a total of 15 studies. Most of the studies indicate that there is a two-way relationship between creativity and academic performance, with the dimensions of fluency, originality and flexibility being the most examined. In addition, it has been found that certain elements of creativity such as creative expressiveness act as a moderating factor in students’ performance; although there are also studies indicating that there is no significant relationship between the two variables. A series of educational strategies or resources should be implemented to enhance student learning.

Literary Competence and Creativity in Secondary Students

Literary competence (LC) is the ability or capacity to produce and interpret literary texts. It has usually been assumed to have a close relationship with creativity, that is, the ability to find original and appropriate ideas in a specific context, although this relationship has rarely been analyzed empirically. This study tries to fill this gap by investigating the relationship between literary competence and creativity in adolescence and exploring which components of LC are especially relevant to the different criteria for creativity. A total of 193 first-year Obligatory Secondary Education (ESO) students and eight teachers of this educational level participated in the study. The students completed various LC and creativity tests, and the teachers evaluated their students’ LC according to their own professional criteria. The results show that the relationship between LC and creativity is significant, and it is especially intense in the case of literary creativity. Literary knowledge and the attitude toward literature are especially related to creativity. Among the criteria for creativity, flexibility seems to be especially sensitive to LC. No significant gender differences were found on the creativity measures, but differences were found in the teachers' assessment of LC. Finally, the results are discussed in terms of their implications for Secondary Education.

Ролевая игра как метод развития социальной креативности в подростковом возрасте на уроке английского языка

Introduction. The article discusses role play as one of the methods for developing social creativity in adolescence in English lesson. The article also analyses the results of the study aimed at determination of the possibility of increasing the level of students’ social creativity by implementing role plays in the educational process. Literature review. The article provides a theoretical analysis of approaches to the definition of the term «social creativity», special attention is paid to the indispensable condition for successful development of this skill – creating a special creative environment at the lesson. There is also considered the structure of a role play as a method of developing social creativity. Research methods. At the ascertaining and control stages of the study, we used the Sievert Horst test to determine creative abilities. At the formative stage, a series of lessons using role-playing games has been developed and introduced into the educational process. The results of the study. Analysis of the results of the ascertaining stage of the study allowed us to conclude that students have a low level of social creativity, are inert to proposals of new ideas, creative problem solving. The use of role plays in foreign language lessons improved the indicators on all the scales (resourcefulness, ability to combine, divergent thinking, freedom of association). Moreover the use of role plays in English lessons contributed to the development of the students’ communicative skills, improved the attitude of students to the school discipline «English», increased their motivation to study the subject. Conclusions. The results of the study allowed us to conclude that the use of role plays on the lessons of foreign language is an effective method to develop adolecents’ social creativity.

Creativity as an expression of subjectivity: alternatives for work with adolescents

The present study is the result of an ongoing research carried out at the Centro de Ensino, Pesquisa e Extensão do Adolescente, at the Federal University of Goiás - Brazil, it aims to discuss the concept of creativity, in addition to analyzing how the expression and manifestation takes place. of creativity in adolescence. The work proposes to reflect on the process of development of adolescents, specifically in their creative behaviors. It seeks to analyze indicators of creativity, as well as the subjective elements that underlie the creative action of adolescents. It is also intended to analyze the contextual elements that interfere in the expression of the subjects’ creativity. Starting from the historical-cultural perspective of Vygotsky (1896-1934) and his interlocutors, Fernado González Rey (2003, 2004 and 2005) and the conception of creativity as a process of subjectivity, developed by Mitjáns Martínez (1997 and 2005). It is noticed that creativity is not expressed as an isolated personality trait, but rather as the result of subjective configurations that are formed from social and emotional aspects, considering the role of the other in this process as fundamental.

Influencing factors in female creative excellence: A study with Brazilian, Portuguese and Spanish women

This study aimed to verify the social and personal factors that influence the expression of creative excellence of Brazilian, Portuguese and Spanish women. A semi-structured interview was conducted with 27 women, 9 from each country, socially recognized for creative excellence in different areas. Their responses were classified into categories according to Bardin’s content analysis. The results indicated similarities among countries related to some factors favoring creativity as the presence of mentors, motivation and personal characteristics. Differences were also found between countries regarding the type of motivation, type of leisure, type of mentorship, perception of gender differences and factors that promote creativity in children and adolescents. On conclusion it is important to understand the relevance of biographical variables that influence female creative excellence, despite the cultural differences existing in various countries.

예술⋅문화교육프로그램 참여 청소년의 창의성이 창의적 리더십에 미치는 영향에 관한 연구

Objectives The purpose of this study is to analyze the effect of creativity of adolescents participating in arts and culture programs on creative leadership. Methods In order to achieve the purpose of this study, a survey was conducted targeting 700 second and third year high school students located in Daejeon Metropolitan City, Gyeonggi-do, Gangwon-do, Gyeongsangbuk-do, and Chungcheong-do. Among the non-probability sampling methods, the objective sampling method was applied. Five sub-factors of creativity were selected as curiosity, sensitivity, task obsession, humor, and independent adventure, and three sub-factors of creative leadership were problem-solving leadership, personal leadership, and social leadership. Results Through this study, the positive influence relationship between creativity and creative leadership, that is, problem-solving leadership, personal leadership, and social leadership, was confirmed among adolescents who had participated in arts and cultural education programs. Since the sub-factors of creativity according to the characteristics of participants have been identified, the results of this study are expected to contribute to the development of specific creativity. In addition, it will be useful as a basic data for the development, dissemination and education of customized arts and culture programs according to the characteristics of school-age adolescents. Conclusions Since the influence of the creativity of the youth who participated in the arts and culture program on creative leadership has been confirmed, it is necessary to develop an effective arts and culture program to promote the creativity of the youth and to strengthen the creative leadership competency.

Technical Creativity Development in Russian Additional Education System: the Case of the Private Educational Institution "Andromeda"

The development of technical creativity of children and youth is a pressing issue in scientific research. The needs of modern society dictate its implementation. The development of pedagogical practice reflects the realization of society's needs of technically educated people. The focus of this research is on the development of technical creativity of children and adolescents using the private educational institution "Andromeda." The purpose of this article is to describe and substantiate modern approaches to the development of technical creativity of children and adolescents. The methodological foundation of the research is the work of domestic and foreign researchers on the development of students' creative abilities through the application of theoretical foundations in this field. The author of the article considers the methods of technical creativity development implemented in the given institution and describes the process of new methods introduction into the educational program on the example of 3D modeling courses in detail. The scientific novelty of the research is that the theoretical research of students' technical creativity is given practical justification through the example of PEI "Andromeda" activity. The integration of theory and practice becomes an important foundation for demonstrating effective forms of work with children and teenagers and the possibility of their popularization in the educational environment of postsecondary institutions. The study concluded that the system of additional education for children has a unique potential to develop students' abilities, with technical creativity being one of the actively developed areas of work with students.

CREATIVITY IN THE ROMANIAN SCHOOL ENVIRONMENT

In today's global context, creativity is a social need, being the only inexhaustible resource on the planet and its only hope. The school, as the main educational agent, has the responsibility to prepare the new generations, to form autonomous and creative personalities, able to anticipate the future, transform the present in the direction of expectations and resolve the situation together with others. To master this special mission, modern education provides an action-oriented methodology, promoting interactive methods that require mechanisms of thought, intelligence, imagination and creativity. In this approach, it must be taken into account both the fact that every child has a creative potential and the fact that this potential differs from one person to another, and its development is done differently, even under the action of the same techniques and stimulation methods. This article presents a study, based on the Torrance Test of Creative Thinking, conducted in order to determine the index of creativity in adolescents, assessing the factors of creativity, and identifying the variables that influence it