Creativity and well-being are popular subjects in psychological and organizational studies. The recent literature presented mixed perspectives about the nature of the relationship between the two. Whereas the mad-genius hypothesis, which was often explored among eminently creative individuals, seems to imply a negative relationship between the two, trends in the field of creativity, such as everyday creativity and general psychology (i.e., positive psychology) linked them positively. The present meta-analysis study synthesized 189 effect sizes obtained from 32 samples in 26 different studies based on a total sample of 8,189. Analyses with multilevel modeling yielded a mean effect of r = .14. The moderator analysis tested the impact of age, gender, measure of creativity, measure of well-being, stimulus type of creativity measure, and index of creativity measure. Only the creativity measure explained the variation in the study outcomes. The relationship between creativity and well-being was significantly higher when creativity was measured by instruments focusing on creative activity and behavior (r = .22) than the divergent thinking tasks (r = .06). Those findings are discussed in terms of theoretical and practical implications.

This meta-analysis examined the association of birth order and divergent thinking (DT). The main purpose was to examine how ordinal position (only, first, middle, or last-born) is related to creativity. The results from 27 studies (k= 222; N = 4,690) were analyzed using a multilevel approach. Because some previous studies compared first-vs. later-born children whereas others compared different ordinal positions, three datasets were analyzed: (a) first-born vs. later-born children, (b) only children vs. children with siblings, and (c) middle-born vs. later-born children. Results showed that first-borns had higher DT scores than later-born children (g = −0.165, 95% CI [−0.012, −0.318], p = .046). Moderator analysis showed a significant interaction between gender and task modality with later-born males scoring lower on figural (but not verbal) DT than first-born males. No significant difference was found between only children and first-born children with siblings. In addition, the results showed a non-significant difference between middle-and later-born children; however, moderator analysis indicated that gender and age significantly explained some of the variability in the mean effect. Limitations and practical implications of the findings are discussed.

In the present study, we examined the relationship between socio-economic status (SES) and creativity through a meta-analysis of 885 effect sizes from 151 samples in 117 studies. Analyses of a multivariate model with a robust variance estimator showed a small positive correlation between creativity and SES (r = .120, 95% CI [0.086, 0.154]). Further analyses with four groups of moderators (i.e., creativity measure, SES indicator, sample characteristics, and study characteristics) indicated that the mean effect size is significantly higher when the creativity index is flexibility rather than fluency or when SES is measured by parental or one's own level of education and parental occupation rather than the location of residency. In addition, the relationship between creativity and SES dissipated as the students progressed from elementary school through college. The potential role of schooling in the creativity-SES link is discussed.

The study addresses two issues, perfectionism and self-handicapping, which may threaten gifted students' academic achievement and self-esteem. While perfectionism refers to setting unreasonably high standards for one's own performance, self-handicapping is defined as creating impediments or obstacles to use as an excuse for poor performance. Although both perfectionist and selfhandicapping behaviors have some potential benefits for gifted students, they are mostly detrimental and can lead to anxiety, low self-esteem, and poor performance. This study aims to provide an overview of perfectionism and self-handicapping with a particular emphasis on how perfectionism may provoke self-handicapping behaviors among gifted students so that educators in gifted programs might become more aware of these behvaiors and their implications. The study also discusses some of the strategies that can be helpful to avoid these behaviors and their negative outcomes on gifted learners.

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