关键词: 负创造力, 恶意创造力, 演化路径, CMD教育干预模型

Abstract: Creativity is defined by a balance between novelty and appropriateness. However, in early childhood, creativity may deviate from appropriateness and manifest as negative creativity, which can further evolve into malevolent creativity. Existing research has predominantly focused on measuring malevolent creativity, yet during early developmental stages it remains difficult to distinguish situationally induced negative ideas from stable malicious intent, thereby limiting the applicability of such measures for early identification and intervention. From a developmental perspective, this review argues that preventive efforts should be shifted upstream to the stage of negative creativity. Accordingly, we systematically synthesize the evolutionary pathways through which negative creativity may develop into malevolent creativity, highlighting the interactive roles of motivational reinforcement, situational triggers, deficits in cognitive control, moral disengagement, and individual traits. Building on this integrative framework, we propose the Cognitive–Motivational–Development (CMD) educational intervention model, which provides a theoretical and practical approach for bypassing the measurement dilemma of malevolent creativity and enabling early, developmentally informed guidance of children’s creativity toward socially appropriate outcomes.

Key words: Negative creativity, Malevolent creativity, Evolutionary pathways, CMD educational intervention model