The “be creative” instruction has been reported to improve individuals’ creativity. However, this “be creative” effect has seldom been examined alone in a synthesis study. This study bridged this gap in the literature and conducted a meta-analysis that examines the “be creative” effect on different dimensions of creativity, using the quality and/or quantity of creative solutions, the focus of the instruction, and control group instructions as the moderators. Results showed that the “be creative” instruction had a moderate effect on creativity (d =.69, p < 0.001) and a significant effect on originality (d =.79, p < 0.001) but no effect on fluency (d =.06, p > 0.1) or flexibility (d =.48, p > 0.1) of the products. Meta-regression analyses revealed the specific roles of the moderators in different situations. Implications of these results for educational settings are considered.

据报道，“发挥创造力”的指导可以提高个人的创造力。然而，这种“创造性”效应很少在综合研究中被单独检验。这项研究弥补了文献中的这一空白，并进行了荟萃分析，以创造性解决方案的质量和/或数量、教学重点和对照组说明为基础，考察“创造性”对创造力不同维度的影响。主持人。结果表明，“发挥创造力”指令对创造力有中等影响（d =.69，p  < 0.001），对原创性有显着影响（d =.79，p  < 0.001），但对流畅性没有影响（d =. 06, p  > 0.1) 或 产品的灵活性 ( d =.48, p > 0.1)。元回归分析揭示了主持人在不同情况下的具体角色。考虑了这些结果对教育环境的影响。