Exploration of the Interplay Between Trait Emotional Intelligence Dimensions and Creative Potential in Childhood

Trait Emotional Intelligence (Trait EI) has been increasingly linked to children’s adaptive functioning; however, its role in creative thinking remains underexplored, particularly at the level of individual facets. This exploratory study examined the relationship between trait EI dimensions and creative potential in primary school children. A sample of 344 students (165 females) aged 8–11 years completed the TEIQue-Child Form and the graphical tasks of the Evaluation of Potential Creativity (EPoC), assessing divergent and convergent thinking in both abstract and concrete domains. Multiple regression analyses tested the predictive role of trait EI facets and their interaction with age in children’s creative potential. The results indicated that Adaptability and Self-Motivation positively predicted divergent thinking, particularly in abstract tasks. Notably, the effect of Adaptability varied across grades, showing a stronger association in younger children and a progressive decrease with age, whereas Self-Motivation displayed a more stable pattern. No significant associations emerged for convergent thinking, which, however, showed a developmental trend characterized by a fourth-grade slump. Overall, the findings suggest that specific emotional self-perceptions selectively support divergent thinking during childhood and that these effects are developmentally sensitive. These results contribute to a more nuanced understanding of the relationship between Trait EI and creativity, highlighting the value of a facet-level approach and of a developmental perspective.