A central tenet in creativity research is that individual differences in creative achievement arise from the interplay of individual differences in creative potential. So far, however, measures of creative potential (e.g., divergent thinking ability) have explained only very limited variance in creative achievement. This article identifies eight conceptual and methodological challenges that require attention in the study of creative potential-achievement relationship, including considerations regarding the proper assessment of creative achievement, the scope and specificity of creative potential, forms of interaction and developmental dynamics, the role of mediating creative behaviors, environmental influences, and sample characteristics. These deliberations inform a model of individual differences in creativity, which outlines the structure and interplay of relevant components at the levels of creative potential, creative behavior, and creative achievement under the influence of the environment. Drawing a more detailed picture of the complexities associated with the creative potential-achievement relationship may help to improve and eventually also recognize limits to the prediction of creative achievement. This article highlights the many facets of creativity at the level of creative potential, creative behavior, and creative achievement, and proposes mechanisms of how creative potential manifests into creative achievement. Implication for educational practice include the understanding that different aspects of creative potential are relevant at different stages in creative development and for different creative domains, which has implications for the fostering of creative potential.

中文翻译：

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论创造性潜力与创造性成就之间的关系：挑战与未来方向

创造力研究的一个中心原则是，创造性成就的个体差异源于创造性潜力的个体差异的相互作用。然而，到目前为止，创造性潜力的衡量标准（例如，发散性思维能力）只能解释创造性成就的非常有限的差异。本文指出了在创造性潜力与成就关系研究中需要注意的八个概念和方法论挑战，包括对创造性成就的正确评估、创造性潜力的范围和特殊性、互动和发展动态的形式、中介作用的考虑。创造性行为、环境影响和样本特征。这些审议形成了创造力个体差异的模型，该模型概述了环境影响下的创造性潜力、创造性行为和创造性成就层面的相关组成部分的结构和相互作用。更详细地描绘与创造性潜力与成就关系相关的复杂性可能有助于改进并最终认识到创造性成就预测的局限性。本文重点介绍了创造力在创造性潜力、创造性行为和创造性成就层面的诸多方面，并提出了创造性潜力如何体现为创造性成就的机制。对教育实践的意义包括理解创造性潜力的不同方面在创造性发展的不同阶段和不同的创造性领域是相关的，这对创造性潜力的培养具有影响。