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The widespread integration of generative language models (ChatGPT) into adolescents’ educational practices requires empirical assessment of their impact on creativity – a key 21st-century competency. There are contradictory findings on the cognitive effects of AI use, as well as a phenomenon of divergence between objective and subjective productivity indicators (the “placebo effect”). To examine the effect of ChatGPT use on objective creativity indicators and subjective self-assessed creativity among school students in grades 6-8. The study involved 62 students from a private school in Tomsk (28 boys, 34 girls, aged 12-14, grades 6-8). Inclusion criteria: no systematic use of LLM in academic activities prior to the experiment; informed parental consent. Before the experiment, all completed the Torrance Figural Test (baseline creativity) and the DAACS metacognitive skills questionnaire. The experimental group (EG) performed three creative tasks using ChatGPT, while the control group (CG) performed the same tasks without AI. The fourth task (mind mapping) was completed by both groups without LLM. Post-test responses were assessed using five creativity criteria. After the experiment, participants filled in a creativity self-assessment questionnaire. Objective creativity was significantly higher in the CG (p<0.001, η²=0.34). The EG showed a decline in creativity relative to baseline (d=-0.54), whereas the CG showed an increase (d=0.48). At the same time, self-assessed creativity was higher in the EG (7.3 vs. 6.0 points, p=0.024, d=0.61), indicating a “placebo effect”. The correlation between self-assessment and objective indicators was absent in the EG (r=0.19, p>0.05) but strong in the CG (r=0.65, p<0.001). No significant effects of grade (6,7,8) or group×grade interaction were found. Using ChatGPT for creative tasks by adolescents does not enhance but rather reduces objective creativity while creating an illusion of productivity. It is recommended to introduce LLM only after an independent attempt and in a prompting (scaffolding) mode.

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