Linguistic Creativity and Metaphorical Capacity: A Cross-Sectional Study in Secondary Education

Authors

DOI:

https://doi.org/10.15359/ree.30-1.21259

Keywords:

Creativity, Lexical availability, Linguistic creativity, Metaphorical capacity, Reading, Secondary education, SDG 4, quality education, improved student learning, skills development

Abstract

Introduction. The emphasis placed on creativity by the OECD (2019), including it in the 2022 PISA assessments and its recognition in the LOMLOE (Jefatura del Estado, 2020), underscores the growing interest in analyzing creativity in the educational landscape. Purpose. This research evaluates linguistic creativity, specifically its manifestation through metaphorical capacity, in 271 students from the first and final years of secondary education. Additionally, it examines the relationship between linguistic creativity, general creativity, and lexical availability while considering the effects of gender, grade level, and reading enjoyment. Method. The study uses a cross-sectional, mixed-methods approach, combining qualitative and quantitative data collected through validated instruments. Results. The findings indicate a moderate level of linguistic creativity and a notably low level of general creativity, aligning with the OECD’s 2024 results. Moreover, all independent variables significantly affect the dependent ones, with statistically significant differences in linguistic creativity and lexical availability by grade level (higher in the final year) and gender (higher in females). Discussion. These results are discussed pedagogically, proposing instructional reforms to boost linguistic creativity and foster metacognitive reflection on creativity to enhance students’ linguistic and cognitive development.

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Author Biographies

  • Patricia Orozco-Gómez, University of Valencia

    Graduada en Filología Hispánica por la Universidad de Alicante, actualmente está adscrita al Departamento de Didáctica de la Lengua y la Literatura de la Universitat de València merced a un contrato predoctoral de Formación de Profesorado Investigador (FPI) del Ministerio de Ciencia, Innovación y Universidades del Gobierno de España. Su tesis versa sobre la evaluación de la creatividad lingüística en la población de estudiantes de Secundaria. Colabora en dos proyectos de investigación I+D+i centrados en creatividad y ha publicado artículos y capítulos de libro sobre ello.

  • Antonio Martín-Ezpeleta, University of Valencia

    Doctor en Filología Hispánica por la Universidad de Zaragoza, es profesor titular del Departamento de Didáctica de la Lengua y la Literatura de la Universitat de València. Antes trabajó en las Universidades de Jaén y Zaragoza, y ha realizado estancias de investigación en las de Saint Andrews (Escocia) y Harvard (Estados Unidos). Sus líneas de investigación comprenden el estudio de la literatura contemporánea, el análisis de manuales y otros materiales didácticos de lengua y literatura (L1 y ELE), las actitudes medioambientales y sostenibles, la metacognición y comprensión lectora y la evaluación de la creatividad. Es autor de seis libros y un centenar de artículos y capítulos de libro.

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Published

2026-04-21

Issue

Vol. 30 No. 1 (2026): Revista Electrónica Educare (January-April)

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Journal Articles (Peer Reviewed Section)

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Copyright (c) 2026 Patricia Orozco-Gómez, Antonio Martín-Ezpeleta

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How to Cite

Orozco-Gómez, P., & Martín-Ezpeleta, A. . (2026). Linguistic Creativity and Metaphorical Capacity: A Cross-Sectional Study in Secondary Education. Revista Electrónica Educare, 30(1), 1-21. https://doi.org/10.15359/ree.30-1.21259