Impact of School Environment on Rural Young Adolescents’ Creative Abilities

Creativity can be understood as new ideas, practices or products created by any person or group within a specific social system (Kohler et al., 2015). Based on Torrance’s (1999) viewpoint, there are three core characteristics to predict creative behavior i.e., creative skills, creative abilities and creative motivations. At this moment creative motivation is an imperative characteristic which has chief role to creative achievement, so individuals with high extent of creative motivation have extra creative achievement rather others. Hence, the present research study was planned to explore the role of school environment variables in students’ creative abilities. The primary data was gathered from 300 academically bright rural young adolescents by using questionnaire-cum-interview schedule. ANOVA were administered to study the influence of independent variables (school environment) on the dependent variables (unusual uses fluency, unusual uses flexibility, unusual uses originality and unusual uses creativity). Results of the study revealed that there were significant differences in respondents’ unusual uses fluency and unusual uses creativity across their academic class. Also, there were significant differences among adolescents’ unusual uses originality across their consecutive academic record and teaching method employed by them. In addition significant differences were observed in adolescents’ unusual uses fluency across the role of teachers.