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Meta-creativity: what is it and how does it relate to creativity?

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Abstract

The purpose of the present study was to explore the extent to which students with different levels of creativity also differ in their implementation of metacognitive and meta-creative processes. Participants included 221 students in Grades 4, 5, and 6 (104 girls, 117 boys; mean age = 10.5; SD = 0.84). Creativity was assessed using the Unusual Uses of a Cardboard Box Test (UUT; a segment of the Torrance Test for Creative Thinking; Torrance, 1974). A self-reported student questionnaire assessed metacognition and meta-creativity. Results indicate significant differences between students with high, medium, or low levels of creativity on the meta-creative measure but not on the metacognitive measure. The theoretical and practical implications are discussed.

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Acknowledgements

This project was made possible through the support of a grant from the Israel Science Foundation (2690/17) in collaboration with the Israeli Ministry of Education.

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  1. Faculty of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel

    Zemira R. Mevarech

  2. The Science and Technology Education Program, Faculty of Education, Bar-Ilan University, 52900, Ramat-Gan, Israel

    Nurit Paz-Baruch

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  1. Zemira R. Mevarech
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Correspondence to Nurit Paz-Baruch.

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The authors declare that they have no conflict of interest. Permission to undertake this study was sought from and granted by the ethical research committee of the Ministry of Education in Israel. Informed consent was obtained from all participants involved in this research.

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Mevarech, Z.R., Paz-Baruch, N. Meta-creativity: what is it and how does it relate to creativity?. Metacognition Learning 17, 427–441 (2022). https://doi.org/10.1007/s11409-022-09290-2

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