Creativity Profiles and the Role of Interpersonal Relationships in Primary School Pupils: A Person‐Centered Approach

Abstract

This study aimed to investigate the heterogeneity of creativity and the role of interpersonal relationships for creativity subgroups among primary school students. We used latent profile analysis to identify subgroups of creativity among pupils. We then used logistic regression analysis to investigate the role of teacher-student and peer relationships in these subgroups. A total of 1,047 primary school students (M age = 10.97, SD = 0.91; 47.80% girls) completed the Chinese version of the Torrance Test of Creative Thinking Figural Form A, the Teacher-Student Relationship Scale, and peer nominations. First, the results revealed five creativity profiles for pupils in primary school: high-creativity individuals, innovators, medium-creativity individuals, adaptors, and low-creativity individuals. Heterogeneity across the five subgroups was reflected in the differing creativity levels and differences in creativity dimensions. Second, students who had better teacher-student relationships were more likely to be high-creativity individuals and innovators than low-creativity individuals. In addition, students who had higher perceived popularity tended to be high-creativity individuals, innovators, adaptors, and medium-creativity individuals than low-creativity individuals. The results of this study provide a theoretical basis and empirical support for the targeted cultivation of creativity in primary schools.

A Reliability Generalization of the Torrance Tests of Creative Thinking-Figural

“…Four hundred forty of the remaining 451 studies did not have a unique correlation matrix of streamlined scores, or authors did not respond to our inquiries. Consequently, this phase of the extension provided 12 new correlation matrices in 11 new studies (Acar, 2023; Balci et al, 2023; Gao, 2023; Humble et al, 2018; Liu et al, 2023; Rubenstein et al, 2020, 2022; Wan, 2023; Warne et al, 2021; Yoon, 2017; Zhang et al, 2020) from the articles between 2017 and 2023. In some cases (e.g., Balci et al, 2023; Rubenstein et al, 2020, 2022), our dataset was larger than what was reported in the published work as the authors supplied raw data, some of which were not used in their publication.…”

Stimulating creativity in the classroom: examining the impact of sense of place on students’ creativity and the mediating effect of classmate relationships

“…Several reviews and meta-analyses have concluded that positive interpersonal relationships enhance creativity and innovative behavior [135,136]. Individuals with strong peer relationships are more likely to acquire creative thinking and behavioral patterns through peer interactions [137]. The social cognitive model [138] suggests that students' social interactions and emotional development in the learning environment are relevant [139].…”