This study investigates how different dimensions of curiosity—joyous exploration, deprivation sensitivity, and stress tolerance—interact to shape creativity among Chinese primary school students. Using cubic polynomial regression modeling and response surface analysis, this study tested 5 hypotheses about how balanced or unbalanced levels of curiosity dimensions relate to primary school students' creative thinking in a Chinese longitudinal sample (N = 213 students, Age=10-11, 48.2% girls). Results show distinct effects of curiosity dimensions on creativity. Joyous exploration and stress tolerance compensate each other, while deprivation sensitivity shows interdependent and asymmetric effects. Prioritizing deprivation sensitivity in education may best support creative thinking in students. Implications for effective teaching practices to this aim are discussed.