Creativity training programs in primary education: A systematic review and meta-analysis

• Published in: Thinking skills and creativity Vol. 46; p. 101172
• Main Authors: Ruiz-del-Pino, Blanca, Fernández-Martín, Francisco D., Arco-Tirado, José L.
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.12.2022
• Subjects: Creativity; Creativity training program; Divergent thinking; Meta-analysis; Systematic review; Systematic review; Divergent thinking; Creativity training program; Creativity; Meta-analysis
• ISSN: 1871-1871; 1878-0423
• DOI: 10.1016/j.tsc.2022.101172

•Creativity can be facilitated through creative environment and interventions.•Effectiveness of creativity training programs are synthesized and integrated.•Teachers have access to high-quality evidence-based programs to improve creativity. The aim of the systematic review was to examine the effectiveness of creativity training programs, interventions, or practices on creativity or divergent thinking in typical developing primary education pupils. A systematic review protocol was designed and implemented, and a systematic literature search was conducted across diverse electronic platforms and databases, as well as other resources. The final sample of high methodological quality studies reviewed was 6. A narrative content analysis approach was adopted, and a random effects analysis with restricted maximum likelihood was used to conduct the meta-analysis. The meta-analytic estimate of the overall effect size of the combined studies shows moderate effect across all studies. The results suggest that some programs, interventions, or practices exist that can effectively help teachers, practitioners, and policy makers to promote creativity or divergent thinking in school-aged children.