Global demands for creative contributions have raised interest in the conditions which encourage creative activity throughout an individual’s lifespan. The investigation of implicit theories of creativity is an attempt to learn more about its emergence and transformation in real life conditions. The paper deals with students’ beliefs related to creativity which were studied in order to gain a better understanding of the development of creativity in the educational setting. The survey was carried out among secondary school students (N = 337) who participated in out-of-school programs devoted to students with high motivation for activities in their field of interests and talents. The students completed a questionnaire about the way education supports creativity. The collected data were analyzed in the socio-cultural framework using the concept of scaffolding. A thematic analysis of the participants’ answers was conducted through a combination of deductive and inductive approaches. These analyses resulted in the definition of four types of scaffolding the development of creativity: cognitive, social, motivational and cultural scaffolding. Cognitive scaffolding was mostly related to building a knowledge base and the development of critical and divergent thinking. A dominant role in motivational scaffolding was played by the students’ interests and their freedom in the learning process. The most important social scaffolding strategy was associated with teachers’ facilitation of learning, while the subject area was the most relevant aspect of cultural scaffolding. The characteristics of creative teaching and learning that nurture the development of creativity are discussed. The concluding comments refer to the educational implications of the research.

全球对创造性贡献的需求引起了人们对在个人一生中鼓励创造性活动的条件的兴趣。对创造力的内隐理论的研究是为了更多地了解它在现实生活中的出现和转变。该论文涉及学生对创造力的信念，这些信念被研究以更好地了解教育环境中创造力的发展。该调查是在参加校外项目的中学生 (N = 337) 中进行的，这些项目专门针对对兴趣和才能领域的活动具有高动机的学生。学生完成了一份关于教育支持创造力的方式的问卷。使用脚手架的概念在社会文化框架中分析收集到的数据。通过演绎和归纳方法的结合，对参与者的答案进行了专题分析。这些分析导致定义了创造力发展的四种支架：认知支架、社会支架、动机支架和文化支架。认知支架主要与建立知识库以及批判性和发散性思维的发展有关。学生的兴趣和他们在学习过程中的自由在动机脚手架中起主导作用。最重要的社会脚手架策略与教师促进学习有关，而学科领域是文化脚手架最相关的方面。讨论了培养创造力发展的创造性教学和学习的特点。结论性评论涉及研究的教育意义。