Gender findings on adolescent creativity are mixed and depend on the domain or topic of the creativity test¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Studies in the sample reported mixed gender findings, with differences emerging on domain-specific but not domain-general tests, and specific test topics evoking different responses from boys and girls. → van der Zanden 2020

Evidence¶

van der Zanden 2020¶

van der Zanden, P. J. A. C.; Meijer, P. C.; Beghetto, R. A. (2020). A review study about creativity in adolescence: Where is the social context? Thinking Skills and Creativity, 38, article 100702. https://doi.org/10.1016/j.tsc.2020.100702

q2 · i? · review · r2

Narrative synthesis of demographic findings across the sample. The review reports "mixed findings regarding the relationship between gender and creativity": girls scored higher on domain-specific fluency, flexibility, and elaboration; boys higher on biology scientific creativity; girls higher on social creativity; several studies found no significant differences.

"With respect to gender, the studies in our sample reported mixed findings regarding the relationship between gender and creativity"

Discussion¶

Related Claims¶

• Findings on gender differences in engagement with adaptive learning platforms are mixed, with some studies showing higher engagement among girls and others among boys — related
• Boys responded faster than girls on the test, but the response-time difference did not affect achievement — a narrower finding that bears on this claim
• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — related