Being Female and Being Well-Situated Implies Higher Performance on Creative Thinking Tests: Evidence Across 62 Countries from PISA 2022

位于 心理学 创造性思维 社会心理学 创造力 计算机科学 人工智能
作者
Benjamin Goecke,Mathias Benedek,Jennifer Diedrich,Boris Forthmann,Sabine Patzl,Selina Weiss
标识
DOI:10.31234/osf.io/zydnk
摘要

Creative thinking is considered an important 21st century skill. Nevertheless, our understanding of how contextual factors such as socio-economic status and gender affect creativity is still limited – especially from an international perspective. In the current study, we thus examined the impact of gender and socio-economic status on creative thinking across 62 countries, using data from the 2022 Programme for International Student Assessment (PISA). Creative thinking, alongside mathematics and reading, was analyzed using a two-stage meta-analytic approach, integrating effect sizes from country-specific samples with a total sample size of N = 493,660. Our results revealed consistent gender disparities, with females outperforming males in creative thinking and reading, a trend robust across countries but with considerable variability. Gender disparities were less pronounced in the mathematical domain. Moreover, SES was found to be a strong predictor of creative thinking, mathematics, and reading, with higher SES associated with better performance across all domains. There was no substantial interaction effect between gender and SES for creative thinking and reading, suggesting that SES advantages are consistent across genders. Our analyses indicated substantial heterogeneity between countries, emphasizing the need for context-specific educational policies. These findings highlight the pervasive influence of gender and SES on fundamental educational outcomes and hence stress the necessity of tailored interventions to address these disparities around the globe.
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