Creativity is among the most valued yet least understood of educational psychology constructs. For the purposes of this entry, creativity is defined as the interaction among aptitude, process, and environment by which an individual or group is able to produce original (unique, novel, unusual) and adaptive (useful, appropriate, meaningful) interpretations, ideas, behaviors, solutions, or products. Although most people view creativity and originality as synonymous, creativity scholars have emphasized the importance of including the additional criterion of adaptiveness in definitions of creativity. Without this added criterion, anything merely unusual would also pass as creative. Confounding creativity with uniqueness has, in part, resulted in the perpetuation of various misconceptions of creativity (e.g., creativity requires elimination of constraints and rejection of standards and conventions) and negative associations with ...

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