The aim of this research is to identify the serious creativity among students of distinct and ordinary schools, by verifying the following two research hypotheses: 1- There are no statistically significant differences at the significance level (0.05) between the arithmetic mean of the sample members (students of distinct and ordinary schools) on the serious creativity scale, and the hypothetical mean for each field of serious creativity. 2. There are no statistically significant differences at the significance level (0.05) between the average marks of the sample members (students of distinct and ordinary schools) on the serious creativity scale. The current research community consisted of students from distinct schools and their peers from ordinary schools in Baghdad Governorate, while the sample consisted of (200) students. The limits of the current research were represented by students of distinct and ordinary schools in the Baghdad capital. To achieve the aim of the research, the research instrument of Noufal (2009) was adapted, which was composed in its final form after confirming its psychometric properties such as validity and reliability, of (58) items, distributed among five fields of creativity (expressive, productive, innovative, abstract, and emergent). The research instrument was applied to a sample of (200) students, who were selected using a stratified random method. After collecting the data and processing it statistically using the Statistical Package for Social Sciences (SPSS), the results showed that there are statistically significant differences between the arithmetic mean of the sample members (students of distinct and ordinary schools) on the serious creativity scale and the hypothetical mean for each of its areas. The results also concluded that there were statistically significant differences between the sample's average marks on the serious creativity scale in favor of distinct school students. In light of the findings, the study concluded with several recommendations, including1. Activating the role and activities of ordinary school students in all fields of serious creativity. 2. Developing serious creativity among ordinary students by providing guidance programs.3 Directing teachers to focus on serious creativity among ordinary school students.
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