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

Zemira R. Mevarech, Nurit Paz-Baruch

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


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.

Original languageEnglish
Pages (from-to)427-441
Number of pages15
JournalMetacognition and Learning
Issue number2
Early online date22 Jan 2022
StatePublished - Aug 2022

Bibliographical note

Publisher Copyright:
© 2022, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.


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.

FundersFunder number
Israeli Ministry of Education
Israel Science Foundation2690/17


    • Creativity
    • Elementary school children
    • Meta-creativity
    • Metacognition
    • Metaprocesses


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