Creativity Education for Early Adolescents Aged 12–15: A Systematic Review, Meta-Analysis, and Component–Context Synthesis of Educational Interventions
DOI:
https://doi.org/10.61838/3pwz6p30Keywords:
early adolescence, creativity education, divergent thinking, scientific creativity, mathematical creativity, systematic review, meta-analysisAbstract
Purpose: This study aimed to systematically evaluate the effectiveness of educational interventions for enhancing creativity among adolescents aged 12–15 years and to identify the instructional components, implementation conditions, and contextual features associated with favorable outcomes.
Methods and Materials: A systematic review with conditional random-effects meta-analysis and complementary component–context synthesis was conducted according to PRISMA 2020 and PRISMA-S recommendations. Scopus, Web of Science Core Collection, APA PsycINFO, ERIC, Education Source, and PubMed/MEDLINE were searched from inception to August 23, 2026. Thirty-eight study groups met the eligibility criteria, of which 18 contributed to quantitative performance syntheses. Hedges’ g was calculated for comparable outcomes, and random-effects models using restricted maximum likelihood and modified Hartung–Knapp confidence intervals were applied. Risk of bias was evaluated using RoB 2 and ROBINS-I.
Findings: The pooled effect for divergent thinking was significant and large (k=9, g=1.53, 95% CI [0.45, 2.62]); after excluding one influential study, the effect remained significant (k=8, g=1.11, 95% CI [0.51, 1.71]). Scientific creativity showed a positive but nonsignificant inclusive effect (k=6, g=1.04, 95% CI [−0.08, 2.16]); exclusion of one reporting-sensitive study yielded a significant moderate effect (k=5, g=0.62, 95% CI [0.14, 1.09]). Mathematical creativity showed a large but nonsignificant exploratory effect (k=3, g=1.22, 95% CI [−0.63, 3.08]). Heterogeneity was substantial across all outcome families.
Conclusion: Creativity among early adolescents appears responsive to structured educational intervention, particularly for divergent thinking. Effective programs repeatedly incorporated structured ideation, open or authentic problem engagement, externalization and iterative refinement, and feedback or metacognitive reflection; however, substantial heterogeneity and methodological limitations preclude endorsement of a single universal intervention model.
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