Creativity training programs in primary education: A systematic review and meta-analysis Ruiz del Pino, Blanca Fernández Martín, Francisco Domingo Arco Tirado, José Luis Creativity Divergent thinking Creativity training program Systematic review Meta-analysis The aim of the systematic review was to examine the effectiveness of creativity training programs, interventions, or practices on creativity or divergent thinking in typical developing primary education pupils. A systematic review protocol was designed and implemented, and a systematic literature search was conducted across diverse electronic platforms and databases, as well as other resources. The final sample of high methodological quality studies reviewed was 6. A narrative content analysis approach was adopted, and a random effects analysis with restricted maximum likelihood was used to conduct the meta-analysis. The meta-analytic estimate of the overall effect size of the combined studies shows moderate effect across all studies. The results suggest that some programs, interventions, or practices exist that can effectively help teachers, practitioners, and policy makers to promote creativity or divergent thinking in school-aged children. 2023-02-06T08:52:26Z 2023-02-06T08:52:26Z 2022 journal article Ruiz, B., Fernández, F. D., y Arco, J. L. (2022). Creativity training programs in primary education: A systematic review and meta-analysis. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2022.101172 https://hdl.handle.net/10481/79669 https://doi.org/10.1016/j.tsc.2022.101172 eng http://creativecommons.org/licenses/by-nc-nd/4.0/ open access Attribution-NonCommercial-NoDerivatives 4.0 Internacional Elsevier