Creativity slump and school transition stress: A sequential study from the perspective of the cognitive-relational theory of stress

• Results showed that a creativity slump was associated with school transition.
• Individual differences in experiencing a creativity slump were observed.
• The individual differences could be accounted for by negative stress appraisals.

This study aimed to investigate the effect of school transition stress on creativity through the lens of the cognitive-relational theory of stress, which predicts a creativity slump in relation to individuals' stress appraisals on school transition. A sequential study including both a cross-sectional and 9-month longitudinal design was used to allow both between-groups and within-group comparisons. Schoolchildren (N = 514) who were or were not experiencing school transition participated in the study. Creativity and stress appraisals were assessed with adapted instruments at three time points (i.e., before, during, and after grade promotion). Individual differences in experiencing a creativity slump were observed. The major detrimental factors for creative thinking at school transition were negative appraisals of school life. These findings are helpful for understanding the critical factors that hinder the development of creativity in schoolchildren.