The major purpose of this study is to investigate the relationships among motivation, individual creativity, creative climate, and group creativity.

The specific research questions are as follows:
(1) to examine the relationships among motivation, individual creativity, creative climate, and group creativity in elementary school students, (2) to investigate whether gifted students differ from non-gifted students regarding the relationships among motivation, individual creativity, creative climate, and group creativity.

To find answers to these questions, 261 gifted and non-gifted elementary school students participated in this research. In the team treatment, subjects were divided randomly into groups of three to five. The instruments used for this study included the motivation assessment scale, the TTCT(Torrance Tests of Creative Thinking) figural test, and the creative climate questionnaire. The group creativity was measured by two criteria, originality and usefulness of creative ideas produced by group members. For the statistical methods descriptive statistics, correlation analysis, structural equation modeling(SEM), a multi-group SEM, cluster analysis, two-way ANOVA, and Scheffe''s test were used.

The main results of the study are as follows:
First, the results from the SEM analysis indicated that intrinsic motivation and adaptive creativity had positive direct effects on creative climate and group creativity. Also, intrinsic motivation and adaptive creativity had indirect positive effects on group creativity through creative climate. However, extrinsic motivation and innovative creativity had no significant direct effects on creative climate and group creativity. Cluster analysis yielded three motivation-creativity profiles. The students were grouped into (1) the high intrinsic motivation-high dual creativity cluster, (2) the average motivation-low dual creativity cluster, and (3) the high extrinsic motivation-high dual creativity cluster. The creative climate and group creativity of the high intrinsic motivation-high dual creativity type was significantly higher than those of the average motivation-low dual creativity type and the high extrinsic motivation-high dual creativity type.
Second, the latent mean analysis indicated that gifted elementary school students had significantly higher adaptive creativity, intrinsic motivation, creative climate, and group creativity than non-gifted elementary school students. Whereas according to the multi-group SEM there was no significant difference between all the structural path coefficients of the two groups in the structural model. The chi-square test showed significant differences in the motivation-creativity profiles between gifted and non-gifted elementary school students. The average motivation-low dual creativity type took the highest percentage of the non-gifted elementary school students'' profiles. Nevertheless, high intrinsic motivation-high dual creativity type took the highest percentage of the gifted elementary school students'' profiles. The gifted elementary school students'' group creativity was significantly higher than that of the non-gifted elementary school students'' in the high intrinsic motivation-high dual creativity type and the average motivation-low dual creativity type. But there was no significant difference of the group creativity between gifted and non-gifted in the high extrinsic motivation-high dual creativity cluster.
Finally, the suggestions for the further studies were discussed based on the above findings.