创造力, 共情, 青少年, 认知共情, 情绪共情

Grounded in the dual demands of contemporary education for students’ innovative competencies and socio-emotional skills, exploring how adolescents perceive the relationship between creativity and empathy holds significant practical implications. To uncover adolescents’ implicit theories regarding this relationship, the present study conducted two experiments utilizing a candidate evaluation paradigm. Study 1 (N=139) established a general empathy task scenario, requiring participants to choose between candidates with high versus low creative traits. Study 2 (N=136) further differentiated between cognitive and Affective empathy tasks to explore the dimensional specificity of these implicit theories. The results indicated that adolescents exhibited a significant preference for high-creativity candidates in empathy tasks, particularly in cognitive empathy tasks. Furthermore, the perceived cognitive empathy scores of the candidates significantly predicted the participants’ choices. These findings reveal adolescents’ multidimensional understanding of

the creativity-empathy link and provide practical implications for educational strategies aimed at promoting their synergistic development.

creativity, empathy, adolescents, cognitive empathy, affective empathy