Students exposed to CREATE perceive their implementation of meta-creative processes to a greater extent than control students¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 The experimental group reported greater implementation of meta-creative processes on the immediate task, and the difference remained significant on the transfer task after controlling for immediate-task reports. → Nurit Paz-Baruch 2025

Evidence¶

Nurit Paz-Baruch 2025¶

Nurit Paz-Baruch, Guy Grovas, Zemira R. Mevarech. (2025). The effects of meta-creative pedagogy on elementary school students' creative thinking. Metacognition and Learning. https://doi.org/10.1007/s11409-025-09412-6

q3 · i2 · causal · r2

ANOVA on the 10-item self-report Meta-Creativity Questionnaire (Version A, London Bridge Task; Cronbach's α = 0.73) with N = 100. The group difference remained significant on the Parliament Building version after covarying Time 2 reports, F(1, 97) = 6.45, p = .013, ηp² = 0.06.

"The ANOVA indicated significant differences between the experimental and control groups on the implementation of meta-creative processes after completion of the immediate task F(1, 98) = 11.05, p = .001, ηp²= 0.10."

Discussion¶

Related Claims¶

• CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students
• CREATE benefits transfer to a new task on all three creativity components: fluency, flexibility, and originality — related
• CREATE improves students' fluency immediately after the intervention relative to control — related
• CREATE does not produce a significant immediate interaction effect on flexibility, though the experimental group improved pre-to-post — related
• CREATE improves students' originality immediately after the intervention across all three originality scoring methods — related