Creative Conundrum of Young Adolescents across School Environment Variables

Since 20^th century special emphasis is laid on creative abilities of students in the education field. As a result creativity has become one of the basic goals at schools in several different countries. If an individual has high level of domain-specific knowledge, but does not have creative problem solving skills accordingly then, utilization of the domain-specific knowledge possibly will be less effective (Renzulli et al., 1974). When a person is in their early adolescence phase, the creative abilities are significantly influenced by its surroundings and school setting is one of those crucial factors. Hence, the present study was designed to investigate the mediating role of school environment in students’ creative abilities. The primary research data was assembled from 300 academically bright young adolescents from rural vicinities. ANOVA was implemented to discover the impact of independent variables (school environment) on the dependent variables (seeing problem, inquisitiveness and persistency). Results of the study revealed that there were significant differences in respondents’ seeing problem abilities, inquisitiveness and persistency across their academic class. Also, there were significant differences among adolescents’ seeing problem abilities across their consecutive academic record. In addition significant differences were observed in adolescents’ persistency skills across their role of teachers and the teaching method employed by them.