A neurocognitive framework for human creative thought is proposed by researchers [35]. The authors propose that creative thinking encompasses the dynamic interaction of several cognitive processes, such as associative thinking, divergent thinking, and executive functions. Associative thinking pertains to the cognitive capacity to establish associations between thoughts or ideas that may appear unrelated, facilitating the creation of innovative and unique ideas. Divergent thinking encompasses developing many answers or options, fostering cognitive flexibility, and the ability to produce many ideas. The creative process involves using executive processes, including cognitive control and working memory, to sustain attention, suppress extraneous stimuli, and manipulate mental representations.

Moreover, the significance of predictive representations in creative thinking is underscored by recent research [36]. Predictive representations encompass the cognitive process of building mental simulations or models that enable humans to foresee the likely implications of their thoughts and subsequently make adjustments based on these anticipated consequences. This technique enables the assessment and enhancement of innovative concepts. In [37], the correlation between cognitive knowledge and creative thinking abilities is investigated, explicitly focusing on the Big Five personality traits. The authors propose that creative thinking is both an outcome and a potential catalyst for developing other cognitive processes, including cognitive thinking. Cognitive thinking encompasses the processes of analysis, evaluation, and synthesis of information, which play a pivotal role in generating and cultivating innovative ideas. In another scholarly work [38], the notion of active imaginative listening, which entails active participation in imaginative and creative cognitive processes during music listening, was explored. This cognitive process enables humans to engage in the exploration of alternate perspectives, the generation of mental imagery, and the establishment of links between various sensory modalities. Engaging in active imaginative listening has the potential to augment creative thinking through the stimulation of the imagination and the facilitation of novel idea development.

In conclusion, another study [39] investigates the impact of creativity and intelligence on academic achievement. The study posits that individuals who demonstrate exceptional abilities in creativity and intelligence tend to attain superior levels of scholastic achievement. This discovery underscores the significance of incorporating creative thinking capabilities alongside cognitive talents inside educational environments to augment academic performance. In brief, the neurocognitive characteristics associated with enhanced academic performance through creativity encompass a range of cognitive processes such as associative thinking, divergent thinking, executive functions, predictive representations, cognitive thinking, active imaginative listening, and the integration of creativity and intelligence. These cognitive processes play a role in the generation of original ideas, the ability to think flexibly, the evaluation and improvement of ideas, and the enhancement of academic achievement.

Several research studies have provided insights into the impact of creativity on academic achievement based on the neuropsychological profile of creativity. In one scholarly work [40], the researchers delved into the nuanced aspects of creativity, shedding light on the potential negative implications. Specifically, they emphasized that individuals with a propensity for unique thinking may be more inclined toward dishonest behavior. Although the cited source did not explicitly examine the correlation between creativity and academic achievement, it posited that creativity might engender adverse outcomes that could indirectly influence one’s academic performance. Additionally, one other study [41] investigated the potential causal relationships among processing speed, intellect, creativity, and school success. Their research findings indicated that the speed at which information is processed can directly influence cognitive abilities, such as academic achievement. Additionally, the impact of processing speed on real-world performance may be mediated indirectly through intelligence and creativity. Another study [42] examined the correlations among protracted psychosis phenotypes, socio-emotional adjustment, academic outcomes, and neurocognitive ability. This study primarily examined psychosis phenotypes, but it also offers valuable insights into the potential influence of neurocognitive characteristics on academic ability. These findings could be pertinent to comprehending the relationship between creativity and academic success.

One study [43] investigated the correlation between ethical saliency and deviant behavior among persons with creative inclinations. While this study did not specifically investigate the impact on academic performance, it provides insight into the potential correlation between creativity and deviant conduct, which could have implications for academic achievements. Furthermore, another study [44] examined the impact of virtual reality apps on cognitive load-mediated creativity components and creative performance within the context of engineering design. This study primarily examined the field of engineering design. However, it offered valuable insights into the cognitive processes associated with creativity and their potential influence on creative performance, which could be applicable in academic contexts.

Another study [45] investigated the influence of creativity on functional outcomes among individuals diagnosed with schizophrenia. The primary focus of this study pertains to schizophrenia, although it emphasizes the potential mediating influence of creativity concerning neurocognition and functional results. This implies that the presence of creativity could have a notable impact on academic achievement through its involvement in moderating the connection between cognitive talents and practical results. In another study [46], the intricate relationship between creativity, imagination, personality attributes, and academic success was investigated. Their research findings indicated an indirect relationship between flexibility, conscientiousness, and academic achievement mediated by creativity. This observation underscores the potential impact of creativity on academic performance. The study by [47] examined the correlation between creative thinking and academic achievement, specifically emphasizing English language and mathematics. Their research findings indicated a statistically significant correlation between creativity and academic achievement, wherein higher levels of creativity are linked to improved academic performance. In [37], researchers investigated the correlation between creative thinking capacity, cognitive knowledge, and the Big Five personality traits. Their study’s findings indicated variability in creative thinking abilities among students and further revealed that individual personality features influence this variability. This observation underscores the potential impact of creativity on academic achievement, as individual variations influence it.

In [48], the researchers examined the Montessori model and its influence on the development of creativity. Although this citation does not explicitly discuss academic performance, it underscores the significance of educational environments in cultivating creativity, which can potentially impact academic outcomes. In [49], the researchers investigated the cognitive processes involved in students’ creative problem-solving, specifically focusing on applying Wallas’ theory in the context of mathematical problem-solving. This study primarily examined the field of mathematics, although it offered valuable perspectives on the cognitive mechanisms underlying creative thinking and problem-solving. These insights can potentially apply to academic achievement across other subject areas. The study conducted by [50] explored the correlation between creativity and academic performance, focusing on analyzing potential variations based on gender. The findings of this study indicate a positive correlation between creativity and higher-level accomplishment, particularly in the context of diverse linguistic actions. This observation underscores the potential impact of creativity on academic achievement, particularly in areas related to language and communication. In [39], the author investigated the impact of creativity and intelligence on academic achievement. The study posited that individuals who demonstrate exceptional aptitude in creativity and intelligence are more likely to attain elevated levels of academic achievement. This highlights the significance of incorporating creative thinking talents alongside cognitive ability to augment academic performance.

In summary, drawing from the neurocognitive profile of creativity, it can be inferred that creativity can positively and negatively impact academic achievement. Indirectly, academic success can be influenced by processing speed, IQ, socio-emotional adjustment, and ethical saliency. The potential influence of creativity on the association between cognitive ability and functional results, particularly in connection to academic accomplishment, is a subject of interest. The impact of individual characteristics, namely personality factors, on creative thinking capacity and its correlation with academic performance is noteworthy. The promotion of creativity within educational environments, along with the examination of the cognitive mechanisms behind creative thought, has the potential to enhance academic achievement.

Variations in neuropsychological profiles exist between students classified as creative and those classified as non-creative, encompassing multiple dimensions. According to [51], a suggested relationship exists between creativity and several outcomes, such as academic success, career potential, and employment performance. This suggests that kids who possess creative abilities may have higher academic accomplishment levels than students who lack creative abilities. The study described in [52] investigated the correlation between creativity and performance in several geometrical problem-solving tasks. The results of their study indicate that students with higher levels of creativity may exhibit superior problem-solving skills and achieve higher performance outcomes when faced with non-routine and open-ended tasks compared to students with lower levels of creativity. The study by Pettersen et al. (2019) examined the progression of creative work engagement among engineering students, focusing on their inclination and proficiency. The findings of their study indicated that children with a higher level of creativity may have a greater inclination and capability to participate in creative endeavors compared to students with lower levels of creativity. A recent study [53] investigated the relationship between perceived creativity and the Big Five personality qualities. The findings of their study suggested that individuals with elevated levels of creativity may manifest distinct personality characteristic profiles compared to others lacking creative tendencies.

In other research, the researchers [54] discussed the values across creative fields. According to their research findings, persons with creative inclinations may exhibit distinct value systems compared to those without creative tendencies, implying potential variations in their neurocognitive profiles. In another study, the researchers [55] examined the variations in creative performance among individuals in the interior design field. The study conducted by the researchers emphasized the possible impact of cognitive styles on creative performance, indicating that individuals with creative abilities may demonstrate distinct cognitive styles compared to those without creative abilities. In a recent study [56], a comparison was made between the viewpoints on creative thinking exhibited by students in art school and those in non-art education. The research indicated that individuals enrolled in art education programs may exhibit distinct neuropsychological profiles compared to their counterparts who are not pursuing art education, implying potential variations in their capacities for creative thinking. Another study [57] investigated the discriminant validity of implicit ideas about intelligence and creativity. The study’s findings indicated that individuals with distinct implicit conceptions regarding intelligence and creativity may display varying neurocognitive profiles, suggesting possible distinctions between students who are deemed creative and those who are not.

Another study [58] examined the correlation between sleep patterns, academic success, and performance on neurocognitive tests. The results of the study indicated that there may be variations in sleep quality and neurocognitive function between individuals who possess creative abilities and those who do not, which could potentially impact their academic success. Additionally, in another study, the researchers [48] investigated the Montessori paradigm and its influence on creativity. The findings of their study indicate that students enrolled in Montessori programs may demonstrate elevated levels of creativity compared to students in non-Montessori schools, suggesting potential variations in their neurocognitive profiles. A previous study [46] investigated a complex relationship between creativity, imagination, personality attributes, and academic success. The findings of their research indicated that there may be a correlation between creativity, imagination, and personality qualities, which could have an impact on academic achievement. This shows that there might be variations in the neurocognitive characteristics of individuals who possess creative abilities compared to those who do not.

Another study [59] examined the creativity profiles of students in the development of independent learning activities. The results of their study indicated that students with varying creativity profiles may demonstrate distinct neurocognitive profiles, hence suggesting potential disparities between individuals classified as creative and those classified as non-creative. The study described in [60] examined the utilization of creative cognition and positive affect in academic research. According to their study, it was proposed that kids with a propensity for creativity may demonstrate distinct cognitive and affective mechanisms compared to their non-creative counterparts, potentially impacting their academic achievements. In the work of another researcher [61], the utilization of creativity to mitigate ethnic bias within the context of college admissions was examined. According to the study’s findings, individuals from diverse ethnic backgrounds may demonstrate varying degrees of creativity, implying potential variations in their neurocognitive profiles.

Another researcher [32] investigated the psychological aspects of the inclination towards novelty-seeking, creativity, and innovation. The available evidence indicated that individuals with varying levels of novelty-seeking, creativity, and invention may display distinct neurocognitive profiles, implying possible distinctions between students with creative abilities and those without. Another study [39] focused on examining the impact of creativity and intelligence on academic achievement. The study implied that individuals who thrive in creativity and intellect may exhibit different neurocognitive profiles than those who excel in only one category, highlighting potential disparities between creative and non-creative students. In brief, variations in neurocognitive profiles exist between creative and non-creative students across multiple dimensions. These dimensions encompass problem-solving aptitude, inclination, capacity for creative endeavors, personality characteristics, cognitive approaches, values, sleep quality, and cognitive and affective functioning patterns. The distinctions mentioned above may potentially influence disparities in scholastic achievement among those classified as creative and non-creative students.

An increasing scholarly focus is on examining how creativity might be cultivated within educational settings. In another study, the researchers [62] examined a pedagogical framework that effectively leveraged cultural resources to cultivate creative thinking within educational settings. This study offers valuable insights into integrating cultural viewpoints and considerations within teaching techniques, aiming to enhance creativity in the classroom. In another study [63], an examination was undertaken on incorporating creativity within STEAM (Science, Technology, Engineering, Arts, and Mathematics) education. In the work of other researchers [32], an examination was conducted on the neurocognitive dimensions related to novelty-seeking, creativity, and innovation. This study offered valuable insights into how comprehending the cognitive processes associated with creativity can enhance teaching methodologies to cultivate creativity within educational settings. A study conducted by other researchers [64] investigated the utilization of neuroscience discoveries in creativity training. This paper examined the implications of comprehending the neurological mechanisms underlying creativity to develop impactful treatments and instructional strategies to cultivate creativity in educational settings. In another study, the researchers [65] investigated the beliefs and actions of teachers concerning their efforts to promote student creativity. This study offers valuable insights into the pivotal role of teachers in establishing a nurturing and intellectually engaging atmosphere that fosters the development of creative thinking and self-expression development. Through the synthesis of the studies mentioned above, it can be deduced that the cultivation of creativity within educational settings necessitates the integration of cultural resources, the provision of opportunities for creative cognition, a comprehension of the neurocognitive dimensions of creativity, the application of neuroscience discoveries to pedagogical approaches, and the alignment of educators’ beliefs and practices with the promotion of creativity in students. These strategies facilitate the establishment of a conducive learning environment that fosters and amplifies students’ creative thinking abilities and problem-solving aptitudes.

The neurocognitive characteristics associated with creativity are dynamic with other cognitive processes, resulting in diverse impacts on academic achievement. According to research [52], creativity emerges as a notable determinant of students’ academic achievement across many categories of geometrical problems, with particular emphasis on open-ended, non-routine problem-solving tasks. This finding suggests that the relationship between creative thinking and problem-solving skills shapes academic performance in geometry. In one study, the researchers [46] emphasized the interconnectedness of creativity, imagination, personality attributes, and academic success. The study’s findings indicated that flexibility exhibits the most significant indirect impact on academic achievement, with conscientiousness, initiating imagination, changing imagination, and extroversion following suit regarding their respective effects. This study examined the relationship between personality qualities and creative thinking concerning their impact on academic results. In another study, the researchers [66] investigated the progression of creative task performance among engineering students. The results indicated that promoting creativity among students has the potential to improve their capacity to participate in and excel at creative endeavors, leading to significant effects on their academic achievements. In another study [67], an examination was undertaken to investigate the correlation between individuals’ perceived creativity and the Big Five personality qualities. The study’s findings indicated that creativity has a crucial role in problem-solving and cognitive aptitude as adults’ vocational and overall life achievements. This finding suggests that variations in individual personality traits can shape how creativity is manifested and its subsequent effects on academic achievement.

In another study [68], the researcher investigated the impact of several interventions on creativity and academic performance. The findings suggest that the utilization of various creative applications can have a beneficial impact on academic performance. The neurocognitive characteristics associated with creativity are reciprocal with several cognitive functions, including problem-solving aptitude, personality traits, and imaginative thinking, thereby impacting academic achievement. Implementing diverse interventions and approaches in the classroom can facilitate the development of creativity among students, augmenting their cognitive processes and yielding favorable outcomes in terms of academic accomplishment.