ABSTRACT How constraints affect individuals' creative potential interests many scientific fields. Education, especially after 2000, actively supports creativity promotion, with creativity occupying a prominent place in Physical Education (PE) curricula of many countries. However, the relationship between research and practice on creativity remains challenging to bridge. While teachers appear willing to promote creativity, they lack knowledge or training on effective implementation. This paper develops a scientifically based approach to promoting creativity in PE, particularly in fundamental movement skills, by transferring the Integrated Constraints in Creativity (IConIC) model to motor contexts and incorporating empirical data from motor creativity and divergent thinking research. The Motor Creativity Instructional Constraints (MOCIN) Framework provides a visual representation of instructional constraints conditions, serving as a reference tool for structuring, applying, or testing constraint‐based instructional conditions for creativity promotion through fundamental movement skills. By incorporating empirical evidence from motor and cognitive creativity research, which share common pathways and mechanisms, a comprehensive Principles' Index for creativity promotion through movement exploration is synthesized. The Index provides instructional guidance for PE and movement professionals in motor creativity promotion. This work also highlights new research directions in motor creativity assessment and intervention development, introducing the concept of instructional constraints neutrality for unbiased assessment.

ABSTRACT The PISA 2022 Creative Thinking Assessment measures the ability to generate diverse ideas, that is, flexibility. However, since test‐takers only provide up to three responses, scoring flexibility is challenging. Employed scoring systems rely on dimensions such as linguistic diversity or category systems to quantify how dissimilar a test‐taker's responses are. In this work, I will revisit the flexibility scoring in the PISA 2022 Creative Thinking Assessment from the perspective of general diversity measure frameworks, which distinguish variety, balance, and disparity, in the hope of identifying ways to gain more information on test‐takers' performances. An empirical illustration demonstrates the potential of diversity scores to better differentiate between different response patterns.

ABSTRACT The media we consume may shape our cognition, emotion, and behavior. While violent media effects on aggression have been studied extensively, one popular media genre has escaped scrutiny until now: true crime, featuring real stories of assault, murder, or serial killings. We investigated the idea that the manifold examples of real human violence in true crime may be linked to people's capacity for malevolent creativity—generating creative ideas for harming others. Yet, in two cross‐sectional studies, we found only weak to contradictory evidence for this idea. Using multiple regression models, in Study 1 ( n = 160), true crime consumption was only linked to higher fluency on a malevolent creativity test (MCT) in individuals high in trait aggression. In Study 2 ( n = 307), links of true crime consumption with malevolent creativity were eclipsed by links to fictional horror, other media preference, and depressive affect. Moreover, both studies found that high true crime consumption seemed to mitigate the link between general creativity and malevolent originality. Although further experimental and longitudinal research is needed, true crime may potentially inhibit consumers from applying their creative potential to uniquely harming others, which may suggest prosocial and empathic motives in true crime consumption.

ABSTRACT Measures of creative behavior have typically been developed for adults (Biographical Inventory of Creative Behavior [BICB]). Such measures are important for examining the mechanisms of creativity and for understanding how creativity education relates to creative behavior. In Japan, where creativity education has become increasingly emphasized in schools, a scale needs to be developed that can assess creative behavior not only among adults but also among adolescents. Thus, this study developed a Japanese version of the BICB (BICB‐J) and examined its measurement properties using the Item Response Theory (IRT) (Study 1). The results demonstrated that multiple BICB items had a high difficulty level and that the BICB‐J was extremely difficult for Japanese adults. Differential item and test functioning analyses revealed that the difficulty of the BICB‐J items varied by gender and age even when the respondents' traits were the same. Furthermore, this study developed the BICB‐J for adolescents by adding items and examining its measurement properties using IRT (Study 2). The results showed that the BICB‐J items for adolescents had less difficulty measuring the creative behavior of Japanese adolescents than that of adults. The results are discussed considering previous findings on creative activity among Japanese people.

ABSTRACT The current study aims to provide a better understanding of the role of family support in promoting workplace creativity via improved individual resilience. Further investigating these relationships, the current study assessed data collected via an online survey of 278 participants. Consistent with existing research on the more general construct of social support and creativity, the results provided support for the idea that home life may prove to be a beneficial antecedent of higher creative functioning at work. Family support was found to be directly related to improved self‐perceptions of individual creativity at work. Individuals reporting higher levels of family support also reported higher levels of workplace resilience. Additionally, employee resilience was found to partially mediate the positive relationship between family support and creativity.

ABSTRACT This study seeks to explore the moderating effect of gender, grade level, self‐confidence in mathematics, and study time allocated for mathematics outside of school on the relationship between mathematical satisfaction and mathematical creativity. Data were collected from 452 students attending state middle schools in different cities. In addition to a survey with demographic variables, data collection tools include a mathematical creativity test consisting of five open‐ended mathematical problems and a Likert‐type scale measuring mathematical satisfaction. The findings indicate a significant positive effect of mathematical satisfaction on mathematical creativity. The results further proved that there is no significant moderating role of gender, grade level, self‐confidence in mathematics, and study time allocated for mathematics outside of school on this relationship. Future studies can focus on examining in more detail how this positive effect between mathematical satisfaction and mathematical creativity occurs.

ABSTRACT The purpose of this paper is to use the Six A's model of creativity (namely actor, aim, action, artifact, audience, and affordance) to examine the strengths and weaknesses of the PISA 2022 creative thinking (CT) assessment and offer suggestions for improving the testing program. The authors point out that student CT in the PISA context is conceptualized as a specific type of creativity. It is PISA's aim that determines who the creative actors are, how the students engage in CT processes, and how the creative outcomes are presented. Based on the analysis of PISA 2022 methodology and results, we propose a series of suggestions for enhancing the PISA CT competencies and revising the relational test items, as well as how to use the PISA data to conduct secondary analysis. The issue of the gender gap in CT performance is also discussed from the perspective of environmental affordances.

ABSTRACT The Aha! experience—a sudden joy of understanding after numerous attempts to solve a problem—represents one of the key moments of insight problem solving. Although definitions of the Aha! experience vary from descriptions emphasizing the suddenness and obviousness of the solution to those highlighting the fundamental role of positive emotions, many insight studies assume that the Aha! experience is holistic. To test this assumption, we collected a dataset of previously published studies in which participants used metacognitive assessments (pleasure, surprise, suddenness, relief, certainty, drive) to evaluate their solution process. Using exploratory and confirmatory factor analyses, we compared one‐factor and two‐factor models of the Aha! experience. Results revealed that a two‐factor model fit the data statistically better than a one‐factor model, with surprise and suddenness forming one‐factor, while pleasure, relief, certainty, and drive formed another. We hypothesized these factors might correspond to different insight sequences: pop‐out solutions or true insight following impasse and representational change. However, this hypothesis was not supported when using solution time as a proxy for insight sequence type. These findings suggest the Aha! experience is not a unitary construct but comprises multiple components potentially linked to different psychological mechanisms.

ABSTRACT Informed by the prospect theory, we investigated how perceptions of creative idea attributes, novelty versus usefulness, relate to the likelihood that those ideas will be adopted by using multi‐source and multi‐wave data. The findings indicate a positive association between usefulness and idea adoption, and an S‐shaped association between novelty and idea adoption. Moreover, there is a linear positive relationship between novelty and adoption when usefulness is low; however, novelty is unrelated to idea adoption when usefulness is high. We discuss implications for research and practice, note limitations such as potential nested data issues and range restriction, and propose future research directions.