Sensitive Period Effects and Interventions on Early Adolescent Creativity: Empirical Evidence from Grades 4 to 7

doi:10.12139/j.1672-0628.2026.05.005

Abstract

Abstract: Evidence on developmental patterns and training effects across creativity components in early adolescence remains inconsistent. Using a mixed design, this study implemented a 4-week training program with 222 students in grades 4-7 to examine grade differences and training effects. Results showed that: 1) All components varied by grade: grades 6-7 outperformed grades 4-5 in divergent thinking flexibility and fluency, but not originality; convergent thinking increased with grade; scientific creativity fluency was higher in grade 6, with no grade differences in originality and usefulness; creative self-efficacy was higher in grade 5.2) Although higher initial performers maintained higher post-test scores, lower performers showed greater gains, indicating a compensatory effect. These findings provide evidence for sensitive periods of creativity and support differentiated education.

Key words: early adolescence, creativity, developmental sensitivity, grade differences, compensatory effect

摘要： 青少年早期被认为是创造力发展的关键阶段，但不同创造性思维成分的发展模式及其训练效应尚缺乏一致证据。本研究采用混合实验设计，对222名四至七年级学生实施为期4周的创造力训练，考察发散与聚合等关键成分的年级差异及干预效果。结果表明：(1)创造力各成分呈现差异化发展特征，六年级和七年级学生的发散思维灵活性和流畅性显著高于四、五年级，新颖性年级差异不显著；聚合思维随年级递增；科学创造力流畅性在六年级较高，新颖性与有用性差异不显著；创造力自我效能感在五年级达到较高水平；(2)训练后初始水平较高学生在绝对表现上仍保持优势，但相对增益呈现补偿效应的趋势，即初始水平较低者获得更大提升。本研究为识别创造力发展的敏感期及推进差异化教育提供了实证依据。

关键词: 青少年早期, 创造力, 发展敏感期, 年级差异, 补偿效应

CLC Number:

B844

GU Xiaojing, SHI Peiqi, LIU Hao, WANG Naiyi. Sensitive Period Effects and Interventions on Early Adolescent Creativity: Empirical Evidence from Grades 4 to 7[J]. Studies of Psychology and Behavior, 2026, 24(5): 608-615.

谷晓静, 石佩琪, 刘浩, 王乃弋. 青少年早期创造力的敏感期效应与教育干预研究：基于四至七年级的实证证据[J]. 心理与行为研究, 2026, 24(5): 608-615.

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