The study began with the following objectives: (1) To ascertain the gender differences in the following variables: (a) self-esteem, (b) motivational characteristics (MC), (c) school climate (SC), (d) locus of control (LOC), and (e) creativity. (2) To ascertain the school type differences in the following variables: (a) self-esteem, (b) motivational characteristics, (c) school climate, (d) locus of control, and (e) creativity. (3) To ascertain the relationship of creativity with self-esteem in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (4) To ascertain the relationship of creativity with motivational characteristics in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (5) To ascertain the relationship of creativity with school climate in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (6) To ascertain the relationship of creativity with locus of control in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (7) To ascertain the gender differences in the relationship of creativity with (a) self-esteem, (b) motivational characteristics, (c) school climate, and (d) locus of control. (8) To ascertain school types differences in the relationship of creativity with (a) self-esteem, (b) motivational characteristics, (c) school climate, and (d) locus of control. (9) To compare the magnitude of relationship of creativity with (a) self-esteem and motivational characteristics, (b) self esteem and school climate, (c) self esteem and locus of control, (d) school climate and motivational characteristics, (e) school climate and locus of control, and (f) motivational characteristics and locus of control. (10) To ascertain the combined characteristics, school climate and self-esteem, motivational characteristics, school climate and locus of control of students.

The study had following hypothesis: (1) There is no significant gender difference in SES, MC, SC, LOC and creativity of students. (2) There is no significant school type difference in SES, MC, SC, LOC and creativity of students. (3) There is no significant relationship of creativity with SES in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (4) There is no significant relationship of creativity with MC in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (5) There is no significant relationship of creativity with SC in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (6) There is no significant relationship of creativity with LOC in case of (a) boys, (b) girls, (c) total sample of students, (d) private-aided schools, and (e) private-unaided schools. (7) There is no significant gender difference in the relationship of creativity with SES, MC, SC and LOC. (8) There is no significant difference in the relationship of creativity with SES, MC, SC and LOC by school types. (9) There is no significant difference in the relationship of total creativity with SES and MC of students. (10) There is no significant difference in the relationship of total creativity with SES and SC of students. (11) There is no significant difference in the relationship of total creativity with SES and LOC of students. (12) There is no significant difference in the relationship of total creativity with SC and MC of students. (13) There is no significant difference in the relationship of total creativity with SC and LOC of students. (14) There is no significant difference in the relationship of total creativity with MC and LOC of students. (15) There is no significant multiple relationship of scores of creativity with self-esteem, motivational characteristics, school climate and locus of control of students.

The sample was selected from twelve secondary schools of greater Mumbai where the medium of instruction was English. Schools were selected by stratified random sampling technique. Sample consisted of incidentally selected 859 students of class VIII from twelve secondary schools.

Tools used for data collection were Shaikh’s Locus of Control Scale, Self-esteem Scale (Split-half reliability=0.91, test-retest reliability=0.84), School Climate Scale (split-half reliability= 0.74, test-retest reliability=0.75), Creativity Test (split-half reliability=0.89, test-retest reliability=0.65) and data sheet constructed and standardized by the investigator.

The method adopted to conduct the study was the descriptive survey method of the casual comparative and correlation type.

Statistical techniques used for data collection were: correlation, t-test, z-test, W2-estimate, Hotelling’s test and multiple correlation.

The study had following findings: (1) Boys and girls are not found to differ on self-esteem as well as school climate. However, girls are found to be significantly higher on motivational characteristics, internal locus of control as well as total creativity. (2) The students of private-aided and private-unaided schools do not differ significantly on self-esteem. However students of private-unaided school are found to be significantly higher on motivational characteristics, school climate, and internal locus of control as well as total creativity. (3) There is a significant relationship between creativity and self-esteem in case of boys, girls, total sample, students of private-aided schools and private-unaided schools. This relationship is low, positive and significant at 0.01 levels. (4) There is a significant relationship between creativity and motivational characteristics for boys, girls, total sample and students of private-aided and private-unaided students. The relationship is low, positive and significant at 0.01 level. (5) There is a significant relationship between creativity and school climate of boys, girls, total sample, students of private-aided and private-unaided schools. The relationship is low, positive and significant for boys at 0.01 level, while this relationship is negligible and positive at 0.01 level for girls, total sample of private-aided schools and for private-unaided schools, it is significant at 0.05 level. (6) There is a significant relationship between creativity and internal locus of control of boys, girls, total sample, students of private-aided schools and private-unaided schools. The relationship is low, positive and significant at 0.01 level in case of girls, students of private-aided and private-unaided school while it is moderate, positive and significant at 0.01 level in case of boys and total sample. (7) There is a significant gender difference in the relationship between creativity and self-esteem of students. This relationship is stronger in case of boys as compared to girls. However girls are higher than boys. (8) There is no significant difference in the correlation between creativity and the other four variables of by school type. (9) There is no significant difference in the relationship of total creativity with self-esteem and motivational characteristics of students. (10) There is a significant difference in the relationship between creativity and self-esteem, and creativity and school climate of students. The difference is significant at 0.01 level. The relationship between creativity and self-esteem is stronger than the relationship between creativity and school climate. (11) There is a significant difference in relationship between creativity and self-esteem and creativity and locus of control the difference is significant at 0.01 level. The relationship between creativity and locus of control is stronger than the relationship between creativity and self-esteem. (12) There is a significant difference in the relationship between creativity and school climate and creativity with locus of control. The difference is significant at 0.01 level. The relationship between creativity and locus of control is stronger than the relationship between creativity and school climate. (14) There is a significant difference in the relationship of creativity with motivational characteristics and creativity with locus of control. The difference is significant at 0.05 level. The relationship between creativity and locus of control is stronger than the relationship between creativity and motivational characteristic. (15) The multiple R was found to be 0.4709 that is significant at 0.01 level. It was found that the relationship of creativity with SES, MC, SC, and LOC significant and 22.17% of the variance in creativity is associate with SES (13.14%), MC (4.27%), SC (3.88%), and LOC (0.88%).