Home or School? The Impact of Social Environmental Factors in the Creativity Performance of Primary Education Children

Bibliographic Data

ID7170835
AuthorsEva Izquierdo-Sanchis (0000-0001-8065-1265, Universitat de València), Eva Izquierdo‐Sanchis (Department of Language and Literature Teaching University of Valencia Valencia Spain), Antonio Martín Ezpeleta (0000-0003-0210-3399, Universitat de València), Antonio Martín‐Ezpeleta (Department of Language and Literature Teaching University of Valencia Valencia Spain), Yolanda Echegoyen‐sanz (0000-0002-3729-460X, Department of Experimental and Social Sciences Teaching University of Valencia Valencia Spain, corresponding author)
Year2025
Volume59
Issue3
Publication date2025-09-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueThe Journal of Creative Behavior (JOURNAL)
Journal identifiersISSN: 0022-0175 • E-ISSN: 2162-6057
PublisherWiley (PUBLISHER • GB)
DOI10.1002/jocb.70052
OpenAlexW4413035116
LanguageEN
Citations received2
References cited66

As a key 21st‐century competence, creativity's assessment is gaining attention, especially with its inclusion in PISA tests. Understanding related social and educational factors is crucial. This study investigated how home and school creativity climates impact primary school children's creativity. Participants were 903 Spanish families attending 12 different schools. Parents/guardians and teachers completed two questionnaires to determine the climate for creativity in the parent–child relationship and the environmental encouragement to creativity in schools. The creativity of 1052 children (6–13 years) was determined via a problem‐finding and solving figural task. Results revealed mothers were more supportive of creative home environments; yet surprisingly, no significant correlation emerged between home creativity climate dimensions and children's creativity. Conversely, both correlational and regression analyses demonstrated schools' crucial role in fostering creative achievements. Participation in educational innovation programs and using alternative methodologies significantly boosted student creativity. The study also found teachers generally held poor conceptualizations of creativity. These findings have important implications for promoting creativity in education

Creativity · Developmental psychology · Environmental education · Mathematics education · Pedagogy · Physics · Primary (astronomy) · Primary education · Creativity in Education and Neuroscience · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Psychology · Social Psychology

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