Neurocognitive Profile of Creativity in Improving Academic Performance—A Scoping Review

Abstract

The present study provides an in-depth review of the neurocognitive aspects of creativity and its association with academic achievement in children. The outcomes of this study indicate a considerable positive relationship between creativity and academic ability, namely in reading, comprehension, and written tasks. Neurocognitive processes, including associative thinking, divergent thinking, executive functions, and predictive representations, play a significant role in shaping the characteristics associated with creativity. Although creativity may lead to potential adverse outcomes, extensive study has firmly established its significance in academic accomplishment. This systematic review includes studies conducted between the years 2016 and 2022. The primary selection criteria employed for the inclusion of articles in the research encompassed the following aspects: articles written in the English language, articles directly relevant to the subject matter of the study, articles featuring a sample population comprising students, displaying regular and typical developmental patterns, articles adopting a descriptive, exploratory, or longitudinal study design. The research promotes the cultivation of creativity within educational settings, emphasizing the utilization of cultural resources, the alignment of teachers’ attitudes with the promotion of creativity, and the comprehension of neurocognitive factors influencing creative processes. There is a significant focus on the necessity for more investigation into the correlation between creativity and academic achievement. Further research is needed to gain a comprehensive understanding of how creativity is incorporated within educational settings to achieve academic performance.

Clinical Symptomatology of Anxiety and Family Function in Adolescents—The Self-Esteem Mediator

“…In the early stages of this developmental era, self-esteem appears to be limited due to social comparisons with peers, limited educator attention, and profound changes. However, during middle adolescence, self-esteem rises due to increased autonomy, the sense of control over one’s life, and the expansion of social networks and participation in activities that develop individuality [ 16 , 17 , 18 , 19 ]. Research links high self-esteem in adolescence to better academic performance [ 20 ].…”

“…Answers are given on a three-point scale through which the subject states the intensity of their feelings at the time of administration (for example, "I feel very calm", "calm", and "not at all calm"). Questions 1,3,6,8,10,12,13,14,17,and 20 indicate the absence of anxiety and are reverse-scored, while the rest indicate the presence of anxiety. The total score can range from 20 (minimum anxiety value) to 60 (maximum anxiety value).…”

Benefits, Risk Factors and Cognitive Insights for Improving the Well-being of Minors in Greek Foster Care.

“…Studies show that fostering emotional intelligence in children assists them in recognizing and expressing emotions, managing emotions, cultivating empathy, forming healthy relationships, and sustaining them (Coşkun et al, 2021;Gkintoni et al, 2023d). Strong family bonds, such as parental care, affection, and assistance, have been shown to improve children's emotional intelligence, empathy, ability to recognize emotions, and emotional regulation (Shen et al, 2020;Sortwell et al, 2023;Tzachrista et al, 2023). The quality of the parent-child relationship, involving emotional containment and support, is crucial for foster children to develop well and have better emotional and behavioral health (Dalgaard et al, 2023;Gkintoni et al, 2021a).…”

PTSD in Children and Adolescents in the Educational Context. A Conceptual Approach

“…Ultimately, fostering digital competences and leadership abilities is crucial for aiding children and adolescents with PTSD inside the school setting. By cultivating proficiency in digital skills, advocating for leadership attributes, and incorporating technology into educational methods, (Antonopoulou et al, 2019;Antonopoulou et al, 2020;Antonopoulou et al, 2021a;Antonopoulou et al, 2021b) educators and stakeholders can establish nurturing settings that cater to the psychological well-being and academic requirements of young individuals impacted by trauma (Tzachrista et al, 2023). The incorporation of digital technologies, the cultivation of leadership skills, (Antonopoulou et al, 2019;Antonopoulou et al, 2022a) and the implementation of novel educational strategies can enhance the mental and emotional strength of children and teenagers with post-traumatic stress disorder (PTSD), hence promoting their academic achievements and overall growth (Antonopoulou, 2023a;Antonopoulou, 2023b;Gkintoni & Dimakos, 2022;Gkintoni et al, 2023a;Gkintoni et al, 2023b;Gkintoni et al, 2023c;Gkintoni et al, 2023d).…”