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Worldwide efforts are underway to bolster creativity in school settings. Hence, there is a critical need to accurately assess creativity in this setting to monitor the effectiveness of educational policies and programs aiming to foster students' creativity. However, there is a lack of research on the effect of variables unique to the school context that may hinder creative performance. This study investigated how expected school evaluation influences adolescents' creative potential. 428 Belgian students from the first to the fifth year of secondary school completed four creativity tasks (varying in terms of modalities and thinking processes involved). The explicit evaluation expectation was experimentally manipulated. Findings demonstrated its overall detrimental effect on several aspects of creative potential, with a differential effect according to the creative task considered. Some of these effects were mitigated by school grade and stress-state level. Results are discussed in light of the evaluative context literature and future directions for creativity assessment in school settings.
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Urbaniak, J., Valmas, G., & Barbot, B. (2026). The Influence of School Evaluation Expectation on Adolescent Creative Potential. https://hdl.handle.net/2078.5/272681