INTRODUCTION Creativity is a key component in the advancement of present civilization, stability and prosperity of the nations. It helps in adapting to new situations and to find novel ways for dealing with social and technological changes occurring in the modern society. This happens because individual with creative thinking skills use the information constructively to understand the complexities of the fast-paced world (Todd & Shinzato, 1999). It also safeguards oneself from stress during the years of socialemotional growth (Sautter, 1994; Honig, 2000). These capabilities are valuable in breaking down and restructuring of knowledge to gain new insights (Wertheimer, 1945; 1959) in all spheres of life. Thus, creativity is a hallmark for adolescents to become more capable to deal with the complex situations in their critical phase of development. In this regard, researchers (Nurmi & Pulliainen, 1991; Fryer, 1996) advocated that facilitation of creative potential in adolescents helps them to achieve their career achievements which they have envisioned and helps them in keeping up with accelerating social and technological developments. Since past seven decades, creativity has been the province of psychological studies. In 1950, Guilford inspired the study of creativity in his presidential address to American Psychological Association (APA). He emphasized the need to study the very important aspect of human cognition i.e. creativity which was a neglected field in psychological researches at that time. This challenge motivated various researches including Barron and Torrance to study creativity. Guilford (1950) and Torrance (1963), both psychometricians believed that divergent thinking was the basis for creativity. Guilford (1955) described that at least eight primary abilities underlay the entire creative process i.e. from problem finding to evaluation resulting in novel and unique outcomes. These abilities are: sensitivity to problems (ability possibly related to curiosity); fluency (producing a large number of significant ideas); novel ideas (new unusual but appropriate ideas); flexibility (ability to easily change the solutions); synthesizing and analyzing abilities (organizing of ideas into larger and more inclusive manner); complexity (manipulation of interrelated ideas) and evaluation (determining the value of new ideas). For analyzing these primary abilities, he described creativity in his structure of intellect as divergent thinking which consisted of four basic dimensions i.e. fluidity (no. of ideas), flexibility (no. of categories),
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