Introduction: One of the main aspects of research on creativity is analysis of creative abilities dynamics and comprehensive influence on its growth. It has been discussed what effect there might be if knowledge of the self was successfully involved into creativity fostering. The study aims at discovering distinct marks of such an influence on creative abilities growth and outlining those abilities, which are eventually more sensitive to it. It is obvious that a stable personality evolution stimulates creativity development anyway; nevertheless intellectually gifted students may conceivably possess some specific characteristics, which should also be considered. Method: In course of three-year study the program "Psychology" was offered to 24 gifted and 35 ordinary participants. The undertaken research has defined that it is exactly true that psychologically educated students are quickly improving the results on creativity, despite different levels of IQ. On the other hand, the gifted students proved to be distinctive in their way "to trigger" certain personality features into positive creativity dynamics. Results: As a result, highly intellectual participants facilitate and enhance their creativity growth by tolerating some anxiety tension within social contexts and successfully fighting for resilience whereas the ordinary are apparently dependent on evolving certain adaptive adjustment and enjoying emotionally positive experiences within the family. Discussion: This paper will also discuss these facts as well as implications of the psychological studies to typical school settings so as to analyze the impact of the course. (Contains 2 figures, 1 table and 1 footnote.)