Relationship between Executive Functions and Creativity in Children and Adolescents: A Systematic Review

Abstract

(1) Background: Executive functions and creativity could play an important role in children’s education. To date, research on the relationship between these constructs has focused on adults. The objective of this systematic review was to analyze the relationship between executive functions (EFs) and creativity in children to provide teachers with tools to improve students’ abilities. (2) Methods: A total of 12 studies were identified using WOS, SCOPUS and PsycINFO, which matched the following criteria: (i) empirical studies with measures of executive functions and creativity; (ii) a sample of children or adolescents (3 to 18 years old); and (iii) in the previous decade (2012–2021). (3) Results: The results indicated a clear relationship between flexibility and creativity. Flexibility is positively correlated and inhibition is negatively correlated with creativity. There is no clear evidence that the remaining EFs, such as working memory, correlate with creativity. There was insufficient evidence on the relationship between intelligence, executive functions and creativity in a sample of children for the results to be generalized. (4) Conclusion: Future studies should consider the variability of standardized tests that measure these two constructs in order to be able to compare measurements and obtain generalizable results.