Divergent thinking can approximate creative potential of individuals and provide a valid way to understand the creative thinking process and creative development. Still, little is known about how the primary factors that make up divergent thinking—fluency, flexibility, and originality—develop during the early stages of adolescence. The dual pathway model suggests that creativity can emerge from both persistence and cognitive flexibility pathways. This study addresses current gaps about this theory, and tests the dual pathway model at the level of both creative ideation tasks and developmental change across time using the random intercepts cross-lagged panel model. That model controls for the autoregression effect of prior level on subsequent score as well as the effect of one factor on change in another. The results suggest that originality and fluency remain relatively stable from Grades 6–8, while flexibility increases from Grade 7–8. Within each wave, fluency showed the only positive relation with originality, suggesting the persistence pathway may be primary during early adolescence. Neither pathway explained developmental change. Originality influenced increase in flexibility and fluency, and that increase flexibility influenced further increase in fluency. Originality contributed to higher levels of creative illustration, creative self-efficacy, and creative self-concept. Fluency led to higher levels of creative metacognition. Developing ideas that are high in originality requires effort, time, practice, and strategy across different contexts. Formal learning opportunities to develop affect and skills for originality in ideas may converge with developmental advantages for creative potential in early adolescence, supporting students’ self-beliefs, metacognition, and cognition related to creativity.

发散性思维可以逼近个人的创造潜能，并提供一种有效的方式来理解创造性思维过程和创造性发展。但是，对于构成不同思维的主要因素（流利程度，灵活性和独创性）的了解却很少-在青春期早期发展。双重途径模型表明，创造力可以从持久性途径和认知灵活性途径中产生。这项研究解决了有关该理论的当前空白，并使用随机拦截交叉滞后面板模型在创造性思维任务和发展变化随时间的水平上测试了双通道模型。该模型控制着先前水平对随后分数的自回归作用，以及一个因素对另一个因素变化的影响。结果表明，从6-8年级开始，独创性和流利度保持相对稳定，而从7-8年级开始，灵活性增加。在每个波浪中，流利度与独创性呈唯一正相关，这表明持久性途径可能是青春期早期的主要途径。两种途径都不能解释发展变化。独创性影响灵活性和流利性的提高，而灵活性的提高影响流利性的进一步提高。独创性有助于提高创造性的插图，创造性的自我效能感和创造性的自我概念。流利程度导致更高的创造性元认知水平。提出独具匠心的创意需要跨不同背景的努力，时间，实践和策略。形成影响力和独创性的技能的正式学习机会可能会与青春期早期创造潜能的发展优势融合在一起，支持学生的自我信念，元认知和与创造有关的认知。灵活性的提高影响了流畅度的进一步提高。独创性有助于提高创造性的插图，创造性的自我效能感和创造性的自我概念。流利程度导致更高的创造性元认知水平。提出独具匠心的创意需要跨不同背景的努力，时间，实践和策略。形成影响力和独创性的技能的正式学习机会可能会与青春期早期创造潜能的发展优势融合在一起，支持学生的自我信念，元认知和与创造有关的认知。灵活性的提高影响了流畅度的进一步提高。独创性有助于提高创造性的插图，创造性的自我效能感和创造性的自我概念。流利程度导致更高的创造性元认知水平。提出独具匠心的创意需要跨不同背景的努力，时间，实践和策略。形成影响力和独创性的技能的正式学习机会可能会与青春期早期创造潜能的发展优势融合在一起，支持学生的自我信念，元认知和与创造有关的认知。提出独具匠心的创意需要跨不同背景的努力，时间，实践和策略。形成影响力和独创性的技能的正式学习机会可能会与青春期早期创造潜能的发展优势融合在一起，支持学生的自我信念，元认知和与创造有关的认知。提出独具匠心的创意需要跨不同背景的努力，时间，实践和策略。形成影响力和独创性的技能的正式学习机会可能会与青春期早期创造潜能的发展优势融合在一起，支持学生的自我信念，元认知和与创造有关的认知。