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Moderation effects of creative personality scale on the relationship between creative production score and creative achievement score. (A) fluency, (B) elaboration. CPS: creative personality scale. https://doi.org/10.1371/journal.pone.0273303.g005
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Although creativity has been measured in various ways (ideas, products, achievements, and personality), the relationships between these measurements remain unclear. The current study examines whether divergent thinking predicts creative behavior (i.e., creative production and achievement) and whether beliefs about own creative personality influence...
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... Of note, creativity indices showed the expected pattern of findings and therefore indicated convergent validity of the assessment. People's creative potential was related with creative achievements at a trend (see e.g., [35]). Furthermore, creative ideation behavior was associated with other relevant parameters of creativity such as openness, creative activities, as well as creative achievements. ...
... Not a single index of all these measures was associated with meaningful coincidences (or synchronicity) at the between-person level. This is even more compelling since, the creative potential measures seemed to be valid and showed the expected associations with other creativity indices such as creative achievements (e.g., [35]). When taking the effect sizes into account, we can conclude that if there is any association at all, it is likely small. ...
Literature suggests a link between creativity and the perception of meaningful patterns in random arrangements, which is coined apophenia, patternicity, synchronicity, or the experience of meaningful coincidences. However, empirical research did not establish a clear link between real-life creativity and the experience of meaningful coincidences. In this three-study approach, we consistently found a connection between the experience of meaningful coincidences and creative activities as well as creative achievements. However, we did not obtain a consistent link with openness to experience or with peoples’ creative potential. By applying an internet daily diary approach, we found that the experience of meaningful coincidences fluctuates from day to day and that the number of perceived coincidences is associated with positive and negative affect. A third preregistered study showed that positive and negative affect might not serve as a strong mechanism that mediates the link between meaningful coincidences and real-life creative activities. We need further research to explore the reason for this robust link between meaningful coincidences and real-life creativity.
... В наукових дослідженнях показали, що РДУГ позитивно пов'язаний із підвищенням балів у шкалах дивергентного мислення у дітей і дорослих [2,14]. Дивергентне мислення було позитивно пов'язане з творчою поведінкою та сприяє творчим досягненням [15]. ...
... For instance, Said-Metwaly et al. (2017) conducted a systematic review of the literature on assessing creativity and found the WCAP assessment to be a reliable measure of creative process aptitude, along with the Torrance Test of Creative Thinking (TTCT; Torrance, 1995), Wallach-Kogan Creativity Tests (WKCT; Kogan & Wallach, 1967), and the Structure of Intellect Divergent Production Tests (SOI; Meeker, 1969). Furthermore, Ishiguro et al., (2022) found a positive correlation between the divergent thinking and improvements in students' overall academic performance. While these studies provide evidence for the effectiveness of the WCAP, further research is needed to better understand its impact in diverse educational contexts and on long-term student outcomes (Said-Metwaly et al., 2017). ...
... The increase in mean scores from 89.156 to 94.171 among gifted and talented students in the treatment group mirrors other researchers' findings of a link between divergent thinking and academic gains, hinting at the effectiveness of divergent thinking strategies despite a lack of statistical significance (Ishiguro et al., 2022). This trend, alongside the call by Said-Metwaly et al. (2017) for more research on educational interventions' diverse and long-term impacts, suggested that exploring the whole class approach to problem-solving's role in fostering divergent thinking is crucial. ...
... Notably, the observed mean score increase, while not reaching statistical significance, suggested a positive trend, similar to findings where divergent thinking was linked to academic gains (Daugherty et al., 2018;Ishiguro et al., 2022). The trend reflected the potential effectiveness of divergent thinking strategies and aligned with calls for more extensive research (Said-Metwaly et al., 2017). ...
This quantitative quasi-experimental study, adopting a pretest/post-test control/treatment group design, investigated the efficacy of instructional strategies for developing divergent thinking in gifted and talented students within K-6 heterogeneous cluster classes. It specifically explored the problem of insufficient evidence-based approaches for fostering divergent thinking, an area often neglected in traditional gifted education programs. The study was grounded in the Triarchic Theory of Intelligence, which emphasized the importance of creative intelligence as a domain equal to analytical and practical intelligence. The primary research question focused on the extent to which a targeted divergent thinking instructional approach, derived from the Williams Model, impacted students' divergent thinking skills. Participants included 269 students of varied abilities from New Jersey public schools, with the sample determined through power analysis to ensure a 0.90 power. Data were collected using the Williams Creativity Assessment Packet (WCAP), administered by trained teacher facilitators before and after an 8-week instructional intervention. Findings revealed a statistically significant increase in divergent thinking among all students, with gifted and talented students showing the most pronounced improvements. The study identified themes of increased fluency, flexibility, originality, and elaboration in students' thinking. Recommendations for future research include replicating the study with alternative assessments, extending the duration of interventions, enhancing WCAP's scoring system, modifying its format for diverse learners, and periodic re-norming to reflect current educational contexts. This investigation helped identify a possible formative assessment strategy for students receiving gifted and talented services. Norm-referenced creativity assessments can be effectively integrated into gifted and talented programs to nurture divergent thinking, providing a more comprehensive evaluation of student capabilities. ii Acknowledgments
... The scale can measure individual feedback on creativity. The CPS is a well-recognized and widely used instrument for measuring creative personality [50], comprising 18 positive and 12 negative adjectives. Participants receive 1 point for selecting a positive term and -1 point for selecting a negative term, resulting in scores that can range from −12 to 18 [21]. ...
... The scale can measure individual feedback on creativity. The CPS is a well-recognized and widely used instrument for measuring creative personality [50], comprising 18 positive and 12 negative adjectives. Participants receive 1 point for selecting a positive term and −1 point for selecting a negative term, resulting in scores that can range from −12 to 18 [21]. ...
Research indicates that music can influence human cognitive functions. Diverse musical settings can affect alertness, orientation, and executive control of attention in various populations. Exploring the relationship between designers with highly creative thinking and music environments can provide new research perspectives for the cognitive field. A total of 94 students, consisting of 61 design majors and 33 non-design majors, completed the Attention Network Test (ANT) on a computer under three test environments: cheerful music, melancholic music, and silence. The study results indicated that the alerting network effect between the design professional group and the control group was marginally significant. However, there were no significant differences between the groups in the orienting subsystem and the executive control subsystem. Within the design professional group, the attentional network data indicated that participants showed improved performance in alerting and orienting attention in a music-free environment compared to cheerful and melancholic music environments (pa = 0.028, po = 0.008). Nevertheless, executive control attention did not show significant differences across the music environments. In conclusion, existing research confirms that designers are more susceptible to distraction from external stimuli; thus, music-free environments assist them in concentrating.
... In addition, students who have creative thinking skills are able to see the world from various perspectives so that they can provide new ideas for solving a real problem (Fitriyah & Ramadani, 2021;Ichsan et al., 2023;Ernawati et al., 2022;Sur & Ateş, 2022). Not only that, creative thinking skills help students more easily understand the subject matter (Ishiguro et al., 2022;Saregar et al., 2021). ...
This study aims to determine the effectiveness of the Internet of Things (IoT)-based Jigsaw learning model on students' creative thinking skills. This research is meta-analysis research. The data sources in this study come from 19 national and international journals published in 2020-2023. Literature search process through Google Scholar, Eric, Springer, ScienceDirect, Sage journal, and ProQuest. Data collection techniques are direct observation and documentation through the journal database. Inclusion criteria are articles or proceedings indexed by SINTA and WOS. Research is in the form of experiments or quasi-experiments. Research is related to the Jigsaw and IoT learning models on students' creative thinking skills and has complete data to be able to calculate the effect size (ES). Data analysis is a quantitative analysis with the help of the JSAP application. The results showed that the average effect size (ES = 0.882) was very high dengan nilai p < 0.05. These findings explain that the Internet of Things (IoT)-based jigsaw learning model has a significant influence on students' creative thinking skills. Furthermore, the IoT-based jigsaw model helps teachers be more creative in conveying subject matter to students.
Previous research has focused on understanding when, why, and how sex differences in creativity occur, as results vary across samples, measures, and methodologies. In the current study we investigated sex differences in creativity among 984 high achieving adolescents in three expertise areas: Sciences, Arts, and Sports. Eight creativity indicators were analyzed: Alternative uses task (AUT) fluency; creative self‐efficacy (CSE); intraindividual strengths (difference between CSE and AUT Fluency); five self‐reported creativity scales: Self/everyday, scholarly, performance, mechanical/scientific, artistic. The results showed negligible sex differences ( = .01), with females performing better in AUT Fluency and males self‐rating their CSE higher. No sex differences were found in self/everyday, scholarly and performance creativity. Males self‐rated their mechanical/scientific creativity ( = .06) higher than females; while females self‐rated their artistic creativity ( = .02) higher in comparison to males. Our results extend the existing literature by finding negligible sex differences in adolescent expert groups. However, some stereotypical differences emerged, for example, females with Sciences expertise rated their mechanical/scientific creativity lower than males with and even without Sciences expertise. Results call for further investigation into the links between sex differences, expertise, and specific creativity domains.
The purpose of this study was to address current gaps in the literature related to creative self- concept, post-traumatic growth, and professional identity resilience in counselors (n = 116). A canonical correlation analysis (CCA) and stepwise regression analyses were conducted to explore the relationships among variables. Small correlations were found between professional identity and the creative self, as well as with CACREP affiliation. Creative self-efficacy (CSC) scores were generally high suggesting that creatives may be drawn to the counseling profession, and CSC may be robust. Suggestions for future research are provided. Cite as: McRoberts, R. & Epstein, J. (2023). Creative self-concept, post- traumatic growth, and professional identity resilience in counselors with traumatic experiences: A conical correlation analysis. Journal of Creativity in Mental Health, 1-15. DOI: 10.1080/15401383.2023.2232730
