Gender Differences in Creativity and Creativity Education Among Young Chinese Students

Wai Chung Ho*

*Corresponding author for this work

Research output: Contribution to journalJournal articlepeer-review


With particular reference to Hong Kong, China, the aim of this present study was to examine the under-researched relationships between gender differences in creativity and creativity education as perceived by young Chinese students. Analyses were conducted to examine: (1) whether boys and girls differ in their perceived creative potential, respectively; (2) whether they differ in their important sources of creativity education; and (3) whether there are stereotypes associated with different school subjects, values, and motivation for creativity in school learning. This study employed self-reported data from a sample of young students aged eight to 15 in Hong Kong (N = 3,519). The findings showed that there were clear differences in both gender and across grades in respect of the students’ perceptions regarding creative potential, the values of creativity education, creativity in school subjects, and creativity education related with learning motivation in school, but they shared similar perceptions of creative sources that influenced their creativity education.
Original languageEnglish
JournalBeijing International Review of Education
Publication statusAccepted/In press - 24 Jan 2024


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