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Radiah. "DEVELOPMENT OF BIOLOGY TEST OF CREATIVE THINKING-TORRANCE TEST (BTCT-TT) ASSESSMENT TO IMPROVE STUDENTS’ CREATIVE THINKING SKILLS." JISAE: JOURNAL OF INDONESIAN STUDENT ASSESMENT AND EVALUATION 6, no. 1 (February 23, 2020): 73–83. http://dx.doi.org/10.21009/jisae.061.06.
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This research aims to developing the Biology Test of Creative Thunking-Torrance Test (BTCT-TT) assessment in studying Biology for high school student in grade 11. This type of research is Research& Development (R & D) with 4D (Define, Design, Develop, and Disseminate). This study have develodped 37 items that are valid and reliabel. BTCT-TT was tested on 150 high school students, the results showed the average score of students’ creative thinking skills was significantly releted to students who received BTCT-TT assessment and Conventional assessment.
Keywords: Biology Test of Creative Thinking-Torrance Test (BTCT-TT), Creative Thinking
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Hahm, Jarang, Kwang Ki Kim, and Sun-Hyung Park. "Cortical correlates of creative thinking assessed by the figural Torrance Test of Creative Thinking." NeuroReport 30, no. 18 (December 2019): 1289–93. http://dx.doi.org/10.1097/wnr.0000000000001358.
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Cavallera, Guido M., Giuseppe Boari, Dina Labbrozzi, and Emilia Del Bello. "Morningness-Eveningness Personality and Creative Thinking Among Young People Who Play Recreational Sport." Social Behavior and Personality: an international journal 39, no. 4 (May 30, 2011): 503–18. http://dx.doi.org/10.2224/sbp.2011.39.4.503.
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Morningness-eveningness personality and creative thinking were investigated in a sample of young people who play recreational sports. Results showed that male participants were more eveningness-oriented than females; evening types had lower scores in creative thinking, although these were not statistically significant; the elaboration factor of the Torrance Test of Creative Thinking (Torrance, 1989) was positively correlated with taking part in sport activities in the whole sample; and the elaboration and fluidity factors were negatively correlated with intermediate and morningness dispositions. The relationship between the number of hours per week of sport activity, morningness-eveningness personality, and creative thinking was also explored.
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Al Qadhi, Adnan M., Budoor M. Buhijji, and Seham E. Alrabeeh. "The Effectiveness of the ”Creative Thinking Course” in [eveloping Creative Thinking Abilities of a Sample of Students in the Kingdom University in Bahrain." Journal of Educational and Psychological Studies [JEPS] 11, no. 1 (January 1, 2017): 161. http://dx.doi.org/10.24200/jeps.vol11iss1pp161-177.
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The aim of this study was to identify the effectiveness of the Creative Thinking Course (38121 on developing creative thinking skills (fluency, originality, elaboration, titling, resistance of closure, and the strength of creativity) in Bahraini University Students in the University of Kingdom. The study was based on a quasi-experimental method. Participants were (N=44) university students, (N= 24 female and N= 20 male). Torrance test of creative thinking (non-verbal A & B). Accordingly, this study attempted to verify the following hypothesis: Creative thinking skills are more improved after taking the Creative Thinking Course (38121. The study also sought to examine the differences between females and males in developing their creative thinking skills. The results indicate the effectiveness of the proposed training course in all creative thinking skills. There were significant differences (0.001) in the experimental group on post- non- verbal Torrance test (A, B) in all creative skills, which support the hypotheses of the study. There were no statistically significant differences related to gender differences.
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Sherrill, Claudine. "Fostering Creativity in Handicapped Children." Adapted Physical Activity Quarterly 3, no. 3 (July 1986): 236–49. http://dx.doi.org/10.1123/apaq.3.3.236.
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The purpose of this paper is to increase awareness of creativity as a goal of adapted physical education, to describe assessment techniques, and to suggest instructional approaches for developing creativity in the movement setting. Creative behaviors that can be developed in handicapped children and youth include fluency, flexibility, originality, elaboration, risk-taking, courage, curiosity, and imagination. Research on creativity and handicapped children is identified and cited. Assessment instruments reviewed are Torrance Tests of Creative Thinking, Wyrick Test of Motor Creativity, Torrance Test of Thinking Creatively in Action and Movement, TWU Motor Creativity Rating Scale, and Brennan Test of Creative Motor Performance. Instructional approaches described are dance and movement education, games analysis intervention, and shared decision-making versus teacher decision-making. Also discussed are modeling and the influence of specific teaching behaviors on handicapped children’s classroom responses.
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Caplinska, Aina, and Janina Stasane. "The Concept of Creativity in Entrepreneurship." Kwartalnik Nauk o Przedsiębiorstwie 51, no. 2 (July 12, 2019): 43–53. http://dx.doi.org/10.5604/01.3001.0013.2838.
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The aim of the article is to analyse the readiness of Daugavpils young people for entrepreneurship and to define the level of creative thinking. In 2016 the research “Readiness of Daugavpils youth for entrepreneurship” carried out based on the survey among Daugavpils young people showed that 54% of the respondents experience lack of ideas, which testifies to the fact that the young are not specifically creative. In 2017 the research into the creativity of Daugavpils youth was carried out with the use of E.P. Torrance test. According to the results of the research, Daugavpils youth in general think creatively within the normal limits, though there is also a big part of young people whose level of creative thinking according to E.P. Torrance test is lower than the norm.
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Almeida, Leandro S., Lola Prieto Prieto, Mercedes Ferrando, Emma Oliveira, and Carmen Ferrándiz. "Torrance Test of Creative Thinking: The question of its construct validity." Thinking Skills and Creativity 3, no. 1 (April 2008): 53–58. http://dx.doi.org/10.1016/j.tsc.2008.03.003.
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Hamid Farha, M. Dr Qais. "Development Creative Thinking And Relation It Achievement School To The Secondary School Pupil." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 227, no. 3 (December 5, 2018): 53–75. http://dx.doi.org/10.36473/ujhss.v227i3.773.
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The Research aims at Identifying The degree of creative Thinking among Secondary School Students in Baghdad – Al Kerkh 3 Sector of education, are there Significant differences in creative Thinking in accordance with (Scholar Stage , gender) Variables , are there Significant Relationship Between Creative Thinking and Scholar Achievement .
The research Sample encompasses (90) student in First, Third and Fifth grade in Secondary School.
To achieve the research aims, the researcher used the Creative Thinking test of (Torrance).
In The Light of The research result the researcher presents several recommendation and suggestion
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Yaw Long, Chua, Balamuralithara Balakrishnan, Choong Pooi Ying, and Koh Yit Yan. "Effectivness of Creative Thinking Module on Figural Creativity of Engineering Undergraduate in Malaysia." International Journal of Higher Education 9, no. 4 (June 24, 2020): 233. http://dx.doi.org/10.5430/ijhe.v9n4p233.
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This research paper presents the outcome of research conducted to improve and enhance the creativity level of engineering undergraduates at a private institution of higher learning in Malaysia. A Creative Thinking Module that features six proposed creative thinking tools was developed and administered to a group of 3rd Year Mechanical Engineering Undergraduates in the studied university. The Torrance Test of Creative Thinking Figural Forms were applied to measure the creativity level of respondents in this research. The effects of the Creative Thinking Skills Module developed is obtained through Pre-Test and Post-Test research method, Paired Sample T-Test and Wilcoxon Signed-Rank test are used to analyse the scores, and results indicated the module developed has significantly improved the creativity of the undergraduates.
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rad, Iraj safaei, Lotfollah Karimi, Valiollah Ramezani, Mohsen Ahmadi, Rasoul Heshmati, and Esa Jafar. "Psychometric properties of Torrance test (Persian version) of creative thinking (A form)." Procedia - Social and Behavioral Sciences 5 (2010): 1429–33. http://dx.doi.org/10.1016/j.sbspro.2010.07.301.
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Garaigordobil, Maite, and Laura Berrueco. "Effects of a Play Program on Creative Thinking of Preschool Children." Spanish journal of psychology 14, no. 2 (November 2011): 608–18. http://dx.doi.org/10.5209/rev_sjop.2011.v14.n2.9.
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The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.
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Coronado-Hijón, Antonio. "Aplicación contextualizada del test de pensamiento creativo de Torrance (TTCT) = Contextualized application of the Torrance test of creative thinkings." REOP - Revista Española de Orientación y Psicopedagogía 26, no. 1 (April 5, 2015): 70. http://dx.doi.org/10.5944/reop.vol.26.num.1.2015.14343.
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Abu Warda, Mona Hamid. "The Effect of the Reflective Learning Model on Student Creative Thinking Skills at Al Majmaah University." International Journal of Teacher Education and Professional Development 4, no. 2 (July 2021): 66–81. http://dx.doi.org/10.4018/ijtepd.2021070105.
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This study aims to investigate the effect of a reflective learning model on students' creative thinking skills. The researcher employed an experimental method and used a one group pre-test and post-test design. The participants were 35 randomly selected college students enrolling in the 2018/2019 academic year, majoring in faculty of education. This study administered Torrance tests of creative thinking (TTCT), figural form B, and the creative activities questionnaire to measure participants' creative thinking skills. The skills involved fluency, originality, and flexibility. The results showed a significant difference (p < 0.001) between the pre-test (M = 30.95) and the post-test (M = 36.05). This suggests that the reflective learning model was statistically effective in improving students' creative thinking skills. Reflective learning is considered to be an appropriate learning method for faculty of education students in higher education.
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Byrge, Christian, and Søren Hansen. "COURSE IN NEW THINKING IN HIGHER EDUCATION: ENHANCING CREATIVITY THROUGH THE MEANS OF TRAINING, THEORY AND WORKSHOP." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 18–32. http://dx.doi.org/10.33225/pec/13.51.18.
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This paper presents a study on how a new (5 ECTS/2.5 American credit) stand-alone course for higher education in new thinking may influence key aspects of creative abilities. The course structure and content is based primarily on The Creative Platform with a focus on training, theory and workshop. The study uses the Torrance Test for Creative Thinking and a Reflection Report for Creativity Teaching to identify effects from the course. The results from the Torrance Test for Creative Thinking showed a significant increase in students’ ability in figural and verbal fluency, flexibility, figural and verbal originality, and elaboration as well as in resistance to premature closure. The results show no significant increase in students’ ability in the abstractness of titles. The results from the Reflection Report for Creativity Teaching showed that the majority of students experienced that they were capable of both developing understanding of creativity theory, becoming better at participating in a creative process as well as becoming better at generating and developing new ideas, thoughts and new knowledge. However, some students experienced problems especially related to creativity training. Implications and potentials of a combined focus on training, theory and workshop in creativity courses for higher education is discussed. Key words: creative method, creativity training, the creative platform, university curriculum.
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Domínguez Iglesias+, Aida, Mª Pino Díaz Pereira, and Aurora Martínez Vidal. "Estudio comparativo de los niveles de creatividad motriz en practicantes y no practicantes de expresión corporal (Comparative study of the levels of motor creativity practitioners and non-practitioners of body language)." Retos, no. 26 (March 5, 2015): 56–59. http://dx.doi.org/10.47197/retos.v0i26.34399.
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El objetivo de este trabajo es analizar la relación entre la práctica de actividades de expresión corporal y la creatividad motriz. Para medir los niveles de creatividad motriz se administró una adaptación del test Thinking Creatively in Action and Movement de Torrance (1981a, 1981b) a una muestra de 22 alumnos de Educación Primaria practicantes y no practicantes de actividades de expresión corporal. Los datos obtenidos indican que los niveles más elevados de creatividad corresponden al grupo de practicantes en fluidez, flexibilidad, originalidad y expresividad, encontrándose diferencias significativas en todos los indicadores excepto en originalidad. Los resultados parecen sugerir que las actividades de expresión corporal favorecen la capacidad creativa del alumnado. Palabras clave: expresión corporal, creatividad motriz, desarrollo, educación física.Abstract: The objective of this study is analyze the relation between the practice of bodily expression activities and motor creativity. In order to evaluate the motor creativity levels we use an adaptation of the test Thinking creatively in Action and Movement (Torrance,1981a, 1981b) in 22 participants of Primary Education practising and no practising of bodily expression. The dates obtained show that the higher levels of creativity are in the practising group for fluency, flexibility, originality and expression, finding significative diferences in all the creative indicators except originality. Our results seem demostrate that bodily expression activities contribute to develop creative capacitie of pupils. Keywords: bodily expression, motor creativity, development, physical education.
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Krumm, Gabriela Liliana. "Creatividad verbal y rendimiento académico en estudiantes universitarios." RIEE | Revista Internacional de Estudios en Educación 4, no. 2 (May 31, 2004): 85–108. http://dx.doi.org/10.37354/riee.2004.040.
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Esta investigación procuró evaluar la influencia de la creatividad verbal sobre el rendimiento académico en 184 alumnos de nivel superior de la Universidad Adventista del Plata, Entre Ríos, Argentina.
Para medir el pensamiento creativo verbal se utilizó el Test de Pensamiento Creativo de Torrance (TTCT) (Torrance Test of Creative Thinking, Forms B Torrance, 1990) Forma B, batería verbal. Se realizaron análisis descriptivos de los datos demográficos de la muestra y de las variables de estudio. Para ver la influencia de la creatividad verbal y sus factores sobre el rendimiento académico se utilizaron ANOVAs de un factor y la prueba post hoc de Scheffé para determinar los contrastes significativos. Se encontró que la creatividad verbal tiene una influencia altamente significativa sobre el rendimiento académico.
En relación con las hipótesis ad hoc, se presentaron diferencias significativas en la creatividad verbal y sus factores en función del año de la carrera cursada.
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Kim, Kyung H., and Ji S. Lee. "CQ: Creativity quotient for climates, attitudes, and thinking skills with eye-tracking." Proceedings of the Institution of Mechanical Engineers, Part C: Journal of Mechanical Engineering Science 233, no. 2 (August 12, 2018): 465–75. http://dx.doi.org/10.1177/0954406218780541.
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This article examined a new creativity test designed for engineers, CQ: Creativity Quotient for Climates, Attitudes, and Thinking skills with Eye-Tracking. The creativity quotient expanded and enhanced both the figural and verbal Torrance Tests of Creative Thinking skills. Creativity quotient added new, more comprehensive measures of creative climates, attitudes, and thinking skills that comprise Kim’s creative climates, attitudes, and thinking skills model of creativity. Additionally, its patented online eye-tracking technology assesses test-takers’ creative-attitude and thinking-skill tendencies by tracking the changes in test-takers’ pupil diameters, eye-blink frequency, micro-saccade rates, fixation durations or curves, and smooth-pursuit movements. Finally, the creativity quotient assesses creative thinking skills using pattern-recognition technology to instantly and objectively analyze and score test-takers’ drawings, which previously required trained human scorers. Upon completion of the creativity quotient, test-takers receive a detailed, comprehensive, itemized report about the strengths and weaknesses of their climates, attitudes, and thinking skills along with individualized advice on how to enhance their creativity to achieve an innovation.
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Dawood A. Al-Hidabi and Fatiha Laçri. "The Effect of Implementing a Proposed Program for Developing Creative Thinking Skills among Student-Teachers at the Higher Teachers' Institute, Algeria." International Journal for Talent Development 12, no. 22 (August 8, 2021): 91–114. http://dx.doi.org/10.20428/ijtd.12.22.6.
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The study aimed to investigate the impact of implementing an improved program for developing creative thinking skills among student-teachers at the Higher Teachers' Institute (Bashir Al Ibrahimi), Algeria. The quantitative, semi-experimental, one-group approach was used, involving a pre-and post-test. The developed program was applied to a sample of 37 male and female students from science classes. The verbal creative thinking test of Torrance Brown, which was translated to Arabic by Khair Allah, was used after confirming its validity and reliability. The results of the (T) test showed that there were statistically significant differences between the post-test and the pre-test of the creative thinking test. The results also indicated that the effect of the developed program in developing creative thinking skills (originality, fluency and flexibility) according to the Cohen indicator (D) exceeded (0.8), which means that the effect was high, as the volume of the effect was (2.51). The study recommended that teaching creative thinking skills should be included as an independent program for student-teachers in higher institutes.
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Al Balushi, Khadija A., and Sulaiman M. Al Balushi. "Effectiveness of Stimulating Neural Branching Strategies in Developing Creative and Critical Thinking among Eighth Grade Students in Sultanate of Oman." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 425. http://dx.doi.org/10.24200/jeps.vol11iss2pp425-443.
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This research aims to examine the effect of teaching by using strategies that stimulate neural branching in creative and critical thinking of study groups. The sample of this study consisted of two experimental groups and a control group. In terms of the treatment, one experimental group was taught using strategies that stimulate the neural branching in human brain mentally. The other experimental group was taught using the same strategies supported by technology. The control group was taught using the traditional instruction. The sample included (95) male student and (102) female students from two schools of the governorate of Muscat. To answer the research questions, Torrance test of creative thinking (TTCT) and Watson & Glaser critical thinking test (WGCTT) were used. The results show that the experimental groups significantly outperformed the control group with respect to the creative thinking test. However there were no statistically significant differences between the study's groups in the critical thinking test. This study recommends investment of mental capacities of the learners to encourage creative thinking and train teachers on using methods that stimulate neural branching.
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Lengo, Martina Dewi, and Jolis Joskar Anderias Djami. "Problem Based Learning dan Discovery Learning Sebagai Prediktor Berpikir Kreatif." Jurnal Inspirasi Pendidikan 9, no. 2 (September 2, 2019): 85–94. http://dx.doi.org/10.21067/jip.v9i2.3360.
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This research aims to investigate the influence of problem-based learning on creative thinking, the influence of discovery learning to creative thinking, and the simultaneous influence of problem-based learning and discovery learning to creative thinking. This research is explanatory with the processing and discussion of data using quantitative analysis technique. This research will be conducted at SMA Negeri 1 Rote Barat Daya, which is located in Oetefu Hamlet, Rote Barat Daya District, Rote Ndao Regency, East Nusa Tenggara province. The respondents involved in this study amounted to 88 high school students. The questionnaire used was adapted from a problem-based learning environment, inventory discovery of learning, and Torrance test of Creative Thinking (TTCT). The results showed that problem-based learning has no significant influence on creative thinking, discovery Learning has a positive and significant influence on creative thinking, and simultaneous testing of problem-based learning and discovery learning has no significant influence on the creative thinking of SMA Negeri 1 Rote Barat Daya.
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Krumm, Gabriela, and Viviana Lemos. "Artistic activities and creativity in argentinian school-age children." International Journal of Psychological Research 5, no. 2 (December 30, 2012): 40–48. http://dx.doi.org/10.21500/20112084.735.
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This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).
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Leikin, Mark, Esther Tovli, and Anna Woldo. "THE INTERPLAY OF BILINGUALISM, EXECUTIVE FUNCTIONS AND CREATIVITY IN PROBLEM SOLVING AMONG MALE UNIVERSITY STUDENTS." Creativity Studies 13, no. 2 (May 4, 2020): 308–24. http://dx.doi.org/10.3846/cs.2020.10397.
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The present study explores the interplay among bilingualism, executive functions and creativity in problem solving among adult male university students. In this context, the associations between two factors critical for understanding the topic, i.e. type of bilingualism (i.e. balanced versus non-balanced bilingualism) and type of creative thinking (i.e. convergent versus divergent thinking) are examined, as well. 28 Russian/Hebrew/English trilinguals (balanced Russian/Hebrew bilinguals), and 25 non-balanced Hebrew/English bilinguals participated in the study. All participants performed several standard tasks on executive functions (Wisconsin Card Sorting Test, Eriksen flanker task, digit span test, Corsi block-tapping test) and two tests on creativity: Torrance Tests of Creative Thinking (Figural Form A) and Remote Associates Test (in appropriate languages). The findings showed that the Russian-speaking participants performed better on the Torrance Tests of Creative Thinking, particularly in flexibility and fluency measures. On the Remote Associates Test, balanced bilinguals outperformed non-balanced bilinguals in the English version and exhibited the same results in the Hebrew version of the test. In this case, there were significant correlations between the Remote Associates Test results in all three languages in the Russian group. Thus, balanced bilingualism seems to be also characterized by a well-organized language system in which all of the individual’s languages are interconnected. This appears to be a significant factor in the performance of balanced bilinguals on the Remote Associates Test in the different languages. In addition, the findings seem to confirm the hypothesis that balanced bilingualism positively influences divergent thinking. The hypothesis that performance of bilinguals on creativity tasks is linked to distinctions in the development of their executive functions was not confirmed.
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Karkockienė, Daiva, and Giedrë Butkienė. "STUDENTŲ KŪRYBIŠKUMO IR INTELEKTO GEBĖJIMŲ SĄSAJOS." Psichologija 32 (January 1, 2005): 60–73. http://dx.doi.org/10.15388/psichol.2005..4327.
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Tyrimo objektas – studentų kūrybiškumo kognityvinių ir intelekto gebėjimų struktūrinių ypatumų santykis. E. P. Torrance’o testu (TCT verbalinės dalies A forma) ir R. Amthauerio IST-70 B forma ištirta 160 Vilniaus pedagoginio universiteto studentų. Koreliacine analize nustatytas statistiškai reikšmingas sąryšis tarp mąstymo lankstumo bei originalumo ir aukščiausio lygmens kalbinių intelekto gebėjimų, matuojamų BE subtestu, taip pat tarp mąstymo sklandumo, lankstumo bei originalumo ir sakinio papildymo (SP) bei žodžių išrinkimo (ŽI) subtestų įvertinimų. Statistiškai reikšmingos priklausomybės tarp kūrybiškumo kognityvinių gebėjimų pokyčio mokantis pagal specialią kūrybiškumo ugdymo programą ir intelekto struktūros profilio nerasta, tačiau ryški originalumo padidėjimo sąsaja su kalbinių intelekto gebėjimų (BE), konstrukcinio mąstymo (KU) subtestų įvertinimais ir originalumo bei sklandumo pokyčio sąsaja su loginio-algebrinio mąstymo (SE) subtesto įvertinimais.Pagrindiniai žodžiai: kūrybiškumas, divergentinis mąstymas, intelektiniai gebėjimai.
SOME RELATIONSHIP BETWEEN STUDENTS’ CREATIVE AND INTELLECTUAL ABILITIESDaiva Karkockienė, Giedrė Butkienė
SummaryThe aim of this study was to reveal some interactions between creative and intellectual abilities as well as interactions of creative abilities variation after training of creativity and intellectual abilities.Creativity in this study is understood in terms of cognitive abilities of creative thinking expressed by divergent thinking components as fluency, flexibility and originality (Guilford, 1950; Torrance, 1974; Sternberg and O’Hara, 1999). Divergent thinking is the one component of creative thought understood as the distinct capacity to generate multiple alternative solutions as opposed the one correct solution. Divergent thinking is assessed through open-ended tests such as consequences and alternative uses, where responses are scored for fluency (number of responses), flexibility (category shifts in responses) and originality (uniqueness of response).There were 160 students (mean age 23) from Vilnius Pedagogical University. E. P. Torrance test (verbal, form A, 1974) was used to identify cognitive abilities of creative thinking (fluency, flexibility and originality). R. Amthauer test (IST-70) was used to measure intellectual capabilities. The subjects were randomly assigned to two experimental (n = 80) and control groups (n = 80). The experimental group took part in creativity training program during four months (32 hours).The special program of creativity training was used once a week for four months (32 hours). The program was made-up for the developing cognitive abilities of creative thinking (fluency, flexibility and originality). Special methods (brain storming, ideas generation, drama, divergent tasks etc.) were used to develop students’ creative abilities. The experimental group took part in creativity training program.The study revealed the interactions between creative abilities evaluated by Torrance test (TTCT, verbal A form) and intellectual abilities evaluated by Amthauer IST. Weak interactions were revealed between flexibility and BE subtest of abstract verbal ability (r = 0,24, p < 0,01), as well as originality and BE subtest of abstract verbal ability (r = 0,22, p < 0,01). There are some weak links between all cognitive parameters of creativity (fluency, flexibility and originality) and the results of Sentence Supplement (SP) subtest (r = 0,17, p < 0,05) as well as between fluency, flexibility and ability to percept language meaning (ŽI) subtest (r = 0,18, p < 0,05; r = 0,16; p < 0,05). No such tendency was found between other creative and intellectual abilities.Though there were no significant interactions between increase of creative abilities and intellectual abilities, clear links were found between originality and abstract verbal ability (BE) and spatial imagination (KU) (r 0, BE = 0,41; r 0, KU = 0,38; r 0,05 = 0,53).Keywords: creativity, divergent thinking, intellectual abilities.
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Hidayanti, Winda Ismi, Diana Rochintaniawati, and Rika Rafikah Agustin. "The Effect of Brainstorming on Students’ Creative Thinking Skill in Learning Nutrition." Journal of Science Learning 1, no. 2 (March 31, 2018): 44. http://dx.doi.org/10.17509/jsl.v1i2.8738.
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This research investigated the effect of brainstorming on students’ creative thinking skills in learning nutrition. The method that was used in this research is quasi-experimental with a pretest-posttest design. The sample was taken by purposive sampling technique where one group was assigned to the experimental group (n=25 students) and the other one group was assigned to the control group (n=25 students). The population was 7th-grade students in Islamic International School in Bandung. The quantitative data in this research was obtained from objective test and verbal TTCT (Torrance Test of Creative Thinking), while the qualitative data was obtained from observation sheet. The findings of the study showed that there are statistically significant differences between experimental and control group in creative thinking skills test with the score of 0.000. The result is in the favor of the experimental group, indicating the effectiveness of brainstorming in developing students’ creative thinking skills in learning nutrition.
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Siew, Nyet Moi, Chin Lu Chong, and Kim On Chin. "DEVELOPING A SCIENTIFIC CREATIVITY TEST FOR FIFTH GRADERS." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 109–23. http://dx.doi.org/10.33225/pec/14.62.109.
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Testing creativity in general has been well researched, but little has been reported on the development of instruments to test scientific creativity among primary school students. This study describes the development and validation of scientific creativity test for primary school fifth graders. A Scientific Creativity Structure Model (SCSM) was used to guide the development of test items through three dimensions called trait, process and product. Torrance Tests of Creative Thinking (TCTT) were used to evaluate test item answers. Two equivalent, parallel scientific creativity tests were developed each of which consisted of 4 items posed in the form of: technical product, advances in science or scientific knowledge, understanding of scientific phenomenon and scientific problem solving. The scientific creativity test was validated through analysis of item response data of 206 fifth grade students from two Malaysian primary schools. The scientific creativity test was found to have high internal consistency, inter-scorer reliability and face validity. Both Form A and Form B of the test had an acceptable discrimination index range. The test showed a weak positive, but significant correlation between the items in product and process dimensions, but a very strong correlation between the three trait dimensions of SCSM. Test items on science problem solving have a strong indication loading on spatial analytical thinking. The Item analysis suggests that this test would be useful in assessing scientific creativity of the fifth grade students with further review on test items measuring science problem solving. Key words: item analysis, primary school students, scientific creativity test, Scientific Creativity Structure Model, Torrance Tests of Creative Thinking.
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Lailah fauziah, Fitri Rizkiyah, Mieke Miarsyah, and Rizhal Hendi Ristanto. "PENGEMBANGAN TTCT-V (TORRANCE TEST OF CREATIVE THINKING VERBAL) BERBASIS LINGKUNGAN UNTUK TINGKAT SMA." Bio-Lectura 8, no. 1 (April 21, 2021): 1–11. http://dx.doi.org/10.31849/bl.v8i1.4534.
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ABSTRAK: Kemampuan berpikir kreatif perlu dimiliki oleh para siswa dalam mempelajari berbagai persoalan terkait lingkungan. Tujuan dari penelitian ini yaitu untuk mendesain instrumen tes yang dapat mengukur kemampuan berpikir kreatif siswa SMA pada pokok bahasan pencemaran lingkungan. Instrumen dikembangkan berdasarkan indikator dan bentuk tes verbal yang dicetuskan oleh Torrance. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (research and development) dengan model 4D yang dicetuskan oleh Tiagarajan, Semmel, dan Semmel (1974). Instrumen yang dibuat divalidasi oleh 4 validator ahli (1 dosen biologi S1 dan 3 guru biologi SMA yang berpengalaman dalam dunia pendidikan selama >5 tahun). Berdasarkan uji validitas yang dilakukan didapatkan hasil dengan kategori sangat valid atau layak digunakan. Instrumen ini dapat membantu pendidik dalam menentukan strategi pembelajaran apa yang cocok diterapkan guna mendukung perkembangan kemampuan berpikir kreatif siswa.
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Aljaafreh, Itimad Jamil Al-Jaafreh Jamil. "The Effectiveness of a Program Based on the Theory of TRIZ in the Subject of Physics to Develop the Skills of Creative Thinking and Critical Thinking Among the Secondary School Students of the Southern Al-Mazar." Journal of Education and Practice 4, no. 1 (February 6, 2020): 1. http://dx.doi.org/10.47941/jep.354.
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Purpose: The study aimed to learn about the effectiveness of a program based on the Theory of TRIZ in the subject of physics to develop the skills of creative thinking and critical thinking among the high school students of the Southern al-Mazar Brigade, the study used the design like experimental, and was represented the tools of study in the Torrance test for creative thinking and the test of California for critical thinking, as a training program was built based on the theory of creative solution to problems.Methodology: The sample of the study consisted of ( 81) students of the first high school scientific which was chosen in the method of intent and the students are distributed on two randomly assigned school divisions as exacts and pilots, one (40) students and the exact group, and the other (41) students represented the experimental group.Findings: The results of the study showed that there are statistically significant differences in favor of the experimental group that indicates the effectiveness of the program in developing the skills of creative thinking and Critical thinking among the students.
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Dupri, Novia Nazirun, and Oki Candra. "Creative Thinking Learning of Physical Education: Can Be Enhanced Using Discovery Learning Model?" Journal Sport Area 6, no. 1 (January 6, 2021): 37–47. http://dx.doi.org/10.25299/sportarea.2021.vol6(1).5690.
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The teacher-centered mindset and teaching methods are still teacher-centered, closing the space for students to develop their creative thinking abilities. This study aims to determine the thinking skills of students in physical education learning using discovery learning models. This study used a quasi-experiment method and a pretest and posttest control group design. The research sample was obtained by means of cluster random sampling with a sample amount of 70 people. The instrument that used to measure students' creative thinking skills used the Torrance Test of Creative Thinking (TTCT) which before be tested, it have conducted the validity and reability. The t test was used as the analysis of this study. Discovery learning model is proven to be able to develop students' creative thinking skills when learning physical education. This is proven by the sig value. 0,000. So the discovery learning model in physical education learning will be able to develop creative thinking on students. This learning model must be applied in various fields of education. Research on the same topic should be carried out in the future, with the variability of different educational levels of subjects or educational institutional settings
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Khoiri, Ahmad, Nulngafan Nulngafan, Widha Sunarno, and Sajidan Sajidan. "How is Students’ Creative Thinking Skills? An Ethnoscience Learning Implementation." Jurnal Ilmiah Pendidikan Fisika Al-Biruni 8, no. 2 (October 30, 2019): 153–63. http://dx.doi.org/10.24042/jipfalbiruni.v0i0.4559.
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The objectives of this research is to know the characteristics of ethnoscience learning in developing creativity and testing its effect on students' creativity. This type of research is a Quasi-experimental one-group pretest-posttest design. A total of 31-third year students from Physics Education study programs were chosen as the sample of the research through a purposive sampling technique. The data collection methods used were Torrance Test Creative Thinking, creativity questionnaires, in-depth interviews, and documentation. T-test with T-value test by LISREL 8.8 Second-order CFA application was used to analyze the data. The results showed that the ethnographic science learning model is a strategy for creating and designing a learning environment that integrates community culture through environmental studies. Based on the t-test, the indicator of creativity is 4.47, flexibility is 5.22, originality is 4.88, elaboration is 5.96, and redefinition is 6.24, with Ttable of 1,97. It means that ethnoscience learning is effective in increasing student creativity. It is recommended to reconstruct the original science into scientific science to preserve the culture of society which is a challenge in the era of industrial revolution 4.0.
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Özgenel, Mustafa, Ömer Canpolat, Ersin Yağan, and Özge Canlı. "THE EFFECTS OF ENRICHED WORKSHOP TRAINING GIVEN TO PRE-SCHOOL STUDENTS ON CREATIVE THINKING SKILLS OF STUDENTS." Problems of Education in the 21st Century 77, no. 5 (October 16, 2019): 616–35. http://dx.doi.org/10.33225/pec/19.77.616.
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The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students’ creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the “Curious Junior Education Center” supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students’ creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students’ total creative thinking skills significantly. In other words, enriched workshop training has developed students’ creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training. Keywords: creative thinking, enriched training, mixed method, workshop training.
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Perdana, Ryzal. "Analysis of Student Critical and Creative Thinking (CCT) Skills on Chemistry: A Study of Gender Differences." Journal of Educational and Social Research 9, no. 4 (October 1, 2019): 43–52. http://dx.doi.org/10.2478/jesr-2019-0053.
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Abstract Critical and creative thinking skills are an essential attribute for success in the 21st century. This study aimed to determine the students’ critical and creative thinking skills in the Islamic senior high schools of Surakarta City so that teachers can pay attention to the strength and weakness of each student based on gender differences. This study used descriptive qualitative analysis. The subject of this study amounted to 180 students consisting of 80 male and 100 female students. The measurement of critical-thinking skills used a 6-essay-question instrument of the chemical material of electrolyte and non-electrolyte solutions that measures the aspects based on Facione theory, namely: analysis, inference, explanation, interpretation, evaluation, and self-regulation. Then, to measure creative-thinking skills, a 4-essay-question test instrument of the chemical material that includes 4 aspects according to Torrance, fluency, flexibility, original and elaboration, was used. The results showed that the creative-thinking skills of male students are better than those of female students and the critical-thinking skills of female students are better than those of male students.
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Matallana, Diana, Juanita Gempeler Rueda, Maritza Rodríguez Guarín, Pilar Otero, Diana Giraldo Arango, María Poveda, Nina Rangel-Gamboa, and Hernando Santamaría-García. "Processing of novel stimuli as cognitive remediation therapy in patients with eating disorder / Procesamiento de estímulos novedosos como terapia de remediación cognitiva en pacientes con trastorno alimentario." Revista Mexicana de Trastornos Alimentarios 9, no. 1 (April 19, 2018): 95–106. http://dx.doi.org/10.22201/fesi.20071523e.2018.1.446.
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Abstract Previous studies have shown the usefulness of cognitive remediation therapy (CRT) in patients with eating disorders (ED). The objective of this study was to assess a new cognitive technique called "With the head in the clouds" (WHC). A total of 22 women with ED (13 with anorexia nervosa and 9 with bulimia nervosa), between 14 and 29 years (M = 19.0, SD = 3.4), completed the six group sessions of this technique. Under a design pre-post intervention, participants were assessed in: visuo-constructive functions (Copy of the Rey-Osterrieth Complex Figure [CRCF]), creative thinking (Torrance Creative Thinking Test [TCTT]), cognitive flexibility (CRCF and TCTT) and cognitive control (Stroop Test). The intervention improved different cognitive domains, such as: greater global coherence, creative thinking and resistance to closure, as well as less fragmentation. Based on CRT, aimed at stimulating the new processing of visual stimuli, the technique WHC showed an improvement in some of the cognitive processes involved in the onset of symptoms in patients with ED. Resumen Estudios previos han indicado la utilidad de la terapia de remediación cognitiva (TRC) en pacientes con trastornos de conducta alimentaria (TCA). El objetivo de este estudio fue evaluar una nueva técnica de innovación cognitiva llamada “Con la cabeza en las nubes” (CCN). Participaron 22 mujeres con TCA (13 con anorexia nerviosa y 9 con bulimia nerviosa), de entre 14 y 29 años de edad (M = 19.0, DE = 3.4), quienes completaron las seis sesiones grupales de que consta dicha técnica. Bajo un diseño pre-post intervención, las participantes fueron evaluadas en cuanto a: funciones viso-constructivas (Copia de la Figura Compleja de Rey-Osterrieth [CFCR]), pensamiento creativo (Test de Pensamiento Creativo de Torrance [TPCT]), flexibilidad cognitiva (CFCR y TPCT) y control cognitivo (Test de Stroop). La intervención generó una mejora en distintos dominios cognitivos, como son: mayor coherencia global, pensamiento creativo y resistencia al cierre, así como menor fragmentación. Basada en la TRC, encaminada a estimular el procesamiento novedoso de estímulos visuales, la técnica CCN mostró mejorar algunos de los procesos cognitivos implicados en la generación de los síntomas de pacientes con TCA.
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Şener, Nilay, and Erol Taş. "IMPROVING OF STUDENTS’ CREATIVE THINKING THROUGH PURDUE MODEL IN SCIENCE EDUCATION." Journal of Baltic Science Education 16, no. 3 (June 25, 2017): 350–65. http://dx.doi.org/10.33225/jbse/17.16.350.
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The aim of this research is to develop a guide material prepared according to Purdue Model for the ‘The Let's Solve the Puzzle of Our Body’ unit in the 5th grade Science class at secondary school and to research the effects of this guide material on students’ creative thinking. For this purpose, the research was carried out by using the quasi experimental model, with pre-test and post-test control groups. Experimental application was carried out with 43 experimental group and 44 control group students, in total 87 students in Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of the research were collected using Torrance Test of Creative Thinking Verbal Form A-B and Figural Form A-B. As a result of the research, it was determined that verbal and formal creative thinking levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to the educators and future researchers. Keywords: creative thinking, problem solving, science project, Purdue model.
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Bokhorst, Frank D. "Intelligence and Creative Thinking Ability in Learning to Perform a Non-Entrenched Colour-Naming Task." South African Journal of Psychology 19, no. 1 (March 1989): 28–33. http://dx.doi.org/10.1177/008124638901900105.
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Using a non-entrenched colour-naming task originally introduced by R.J. Sternberg, information-processing analysis of performanoe by student volunteer subjects was done before and after extensive computer-assisted training. Mean response latency and error rates improved substantially after training, and the degree of change was substantially correlated with the Torrance Tests of Creative Thinking (TTCT). Correlations with the Cattell Culture Fair Intelligence Test (Cattell test) were equivocal due to the low power of the present research design. The evidence showed a possible relationship between non-entrenchment, task novelty and creative thinking ability. Information processing analysis of performance based on the a priori model used in the original Sternberg experiment yielded results similar to previous research findings. This justified a conclusion that the model was robust for both pre- and post-training performance.
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Joy, Stephen P., and Kimberly Breed. "Innovation Motivation, Divergent Thinking, and Creative Story Writing: Convergence and Divergence across the Torrance Tests and Tat." Imagination, Cognition and Personality 32, no. 2 (October 2012): 179–95. http://dx.doi.org/10.2190/ic.32.2.f.
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Undergraduates ( N = 64) completed innovation motivation inventories measuring the need to be different and innovation expectancy, took the Torrance Tests of Creative Thinking—Verbal (TTCT-V), and wrote stories in response to eight Thematic Apperception Test (TAT) cards. The TAT stories were rated for creativity by four judges, who achieved a high level of reliability. TTCT-V standard scores correlated significantly with both the need to be different and innovation expectancy. The judged creativity of the TAT stories also correlated significantly with the need to be different. Moderate to strong correlations between TTCT-V scores and TAT-based creativity ratings indicate that the divergent thinking and creative product approaches measure closely related processes.
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Hokanson, Brad. "By Measure: Creativity in Design." Industry and Higher Education 21, no. 5 (October 2007): 353–59. http://dx.doi.org/10.5367/000000007782311830.
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Specific training may be required to develop creativity in design students. At the very least, training is valuable in developing creativity in first-year students. Creativity is a skill that can be examined, used and taught - and it is one that is central to designing. This paper presents the results of empirical research from a class in creative problem solving for design students. The nature of creativity and the structure of the class are described, and this is followed by an outline of the research methodology and the use of the verbal Torrance Test of Creative Thinking. Creativity, as measured through the test, significantly increased.
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Fortner, Virginia L. "Generalization of Creative Productive-Thinking Training to LD Students' Written Expression." Learning Disability Quarterly 9, no. 4 (November 1986): 274–84. http://dx.doi.org/10.2307/1510381.
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This study examined whether intermediate-grade LD students could generalize creativity training to increase competency on a spontaneous writing task. The investigation used seven intact classrooms to analyze differences between groups on initial creative productive-thinking level, measured by Torrance Test of Creative Thinking (TTCT) subtest Tin Can: Unusual Uses. Mean difference scores were compared for number of (a) words, (b) thought units, (c) subordinate clauses, (d) vocabulary, and (e) thematic maturity on the story subtest of the Test of Written Language (TOWL) given before and after training in New Directions in Creativity (NDC). A nonequivalent control-group design was used. Teachers administered the TTCT and TOWL pre- and posttests to 49 subjects in self-contained LD classrooms. Teachers of a 25-member experimental (E) group also conducted NDC intervention, including nonjudgmental brainstorming activities, three times per week for nine weeks. Analysis of covariance results revealed that, after creative productive-thinking training, the E group significantly improved (p < .05) in number of thought units, subordinate clauses, and thematic maturity. The results of this initial probe should impact upon training of teachers of LD students.
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Turkey, Jehad. "The Level of Creative Thinking Skills among Gifted and Ordinary Students in Tafila Governorate." Journal of Studies in Education 8, no. 1 (January 28, 2018): 68. http://dx.doi.org/10.5296/jse.v8i1.12098.
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This study aimed to identify the level of creative thinking skills among gifted and ordinary students, according to the type of school and academic level variables. The study sample consisted of 60 male and female students who joined the King Abdullah II School for Excellence in the eighth, ninth, and tenth grades, who were chosen purposely. In addition, the study sample consisted of 70 male and female students from public schools in Tafila Governorate, who were chosen randomly. Adapted Torrance Test of Creative Thinking (TTCT) Module “A” (Verbal form) was used to measure their creativity skills. The results of the study indicated that the level of creative thinking skills among all participants was on "average"/medium, but “means” of results were higher in favor of the gifted students in all creative thinking skills (fluency, flexibility, originality). Further, there were no statistically significant differences at the level of significance (α=0.05) as shown in creative thinking skills (fluency, originality) between the ordinary and gifted students, as well as, the total score. While there were statistically significant differences in the skill of flexibility, for the benefit of gifted students. The results also indicated that there were statistically significant differences in creative thinking among gifted students' skills according to the academic level variable whereas, there were significant differences in originality skill of gifted students. They were in favor of the tenth grade students (highest class).
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Yong, Leonard M. S. "Relations between Creativity and Intelligence among Malaysian Pupils." Perceptual and Motor Skills 79, no. 2 (October 1994): 739–42. http://dx.doi.org/10.2466/pms.1994.79.2.739.
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This paper describes an empirical study of the relation between creativity and intelligence of 397 Malaysian secondary school pupils. The Torrance Tests of Creative Thinking, Figural Form A and Verbal Form A (Malay Language version), and the Cattell Culture Fair Intelligence Test were administered to 181 boys and 216 girls from five secondary schools located in the urban and suburban areas of Kuala Lumpur and Petaling Jaya in Malaysia. Analysis indicated that scores on verbal creativity were related to intelligence while those on figural creativity were not.
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Khalid, Madihah, Supiah Saad, Siti Rafiah Abdul Hamid, Muhammad Ridhuan Abdullah, Hasniza Ibrahim, and Masitah Shahrill. "ENHANCING CREATIVITY AND PROBLEM SOLVING SKILLS THROUGH CREATIVE PROBLEM SOLVING IN TEACHING MATHEMATICS." Creativity Studies 13, no. 2 (May 4, 2020): 270–91. http://dx.doi.org/10.3846/cs.2020.11027.
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In recent years, calls to nurture and teach creativity from an early age in schools has intensified. Creativity is something regular in the teaching of arts subjects but is not a common feature in teaching science, technology, engineering and mathematics subjects. However, what really matters, is how the subject is being taught. This research aimed to foster creativity through the teaching of mathematics via problem solving that challenges the solving of problems in a creative manner, which is defined as creative problem solving. This quasi-experimental study investigates changes in students learning of mathematics via creative problem solving. Altogether, 172 Form 1 students forming treatment and comparison groups from four schools in Gombak District area, Malaysia were involved. A mixed qualitative and quantitative data were collected to investigate the effect of the 3 cycles of creative problem solving lessons implemented. Instruments used were Torrance Test of Creative Thinking, a mathematics problem solving test and creativity checklist. This paper will only present the quantitative data obtained. Results show statistically significant increases in scores for most categories of creativity and problem solving tests. This research brought together teachers and researchers in trialling creative problem solving to teach mathematics, to achieve the enhancement of students’ creative thinking and problem solving skills. This coincided with the introduction of Kurikulum Standard Sekolah Menengah with new emphasis to strengthen the quality of science, technology, engineering and mathematics education in general, where higher-order thinking reforms are emphasized.
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Körtvélyessy, Lívia, Pavol Štekauer, and Pavol Kačmár. "On the role of creativity in the formation of new complex words." Linguistics 59, no. 4 (June 28, 2021): 1017–55. http://dx.doi.org/10.1515/ling-2020-0003.
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Abstract This article presents the results of a large-scale interdisciplinary project aimed at a corroboration of the role of creativity in the way university undergraduates (N = 309) coin new complex words. Specifically, the tendency towards economy of expression, preferred by a speaker, and the tendency towards semantic transparency, preferred by a listener, were examined in the broader context of the creative potential of an individual, understood as divergent thinking abilities captured by the Torrance test of creative thinking (TTCT). The results indicate that divergent thinking abilities, as operationalized by the TTCT scores, negatively correlate with the general tendency to coin new complex words in a more economical fashion. More specifically, the general tendency towards economy of expression correlates negatively with Elaboration, Creative Strengths, and potentially with Creativity. A more detailed analysis indicates that this is especially the case for the word-formation task, where open-ended responses were analyzed and a drawing served as stimulus material for word formation. These results are not only novel but also encouraging for future research into the role of psychological factors in the psycholinguistic process of word formation conceived as a creative act of a language user.
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Cheng, Ya-Yun, Chin-Chen Chien, and Shiow-Jen Wang. "The Effect of the Accounting and Business Curriculums on Creativity." Journal of Curriculum and Teaching 5, no. 2 (November 27, 2016): 127. http://dx.doi.org/10.5430/jct.v5n2p127.
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This study employs the Torrance Tests of Creative Thinking to investigate the effects of accounting and businesscurriculums on students' verbal and figurative creativity via the Solomon four-group design. The subjects areaccounting and business administration students in Taiwan, where these two curriculums are similar to theircounterparts in the U.S.A. The test scores were analyzed with MANOVA and meta-analysis. The results show thatthe accounting curriculum has not been as effective as the business administration curriculum with respect to bothverbal and figurative creativity. These results indicate that in today’s dynamic and competitive businessenvironment, the accounting curriculum needs to be redesigned in a variety of aspects regarding creative thinkingand problem solving to meet the challenge.
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Krumm, Gabriela, Viviana Lemos, and María Cristina Richaud. "Personality and Creativity: A Study in Spanish-Speaking Children." International Journal of Psychological Research 11, no. 1 (February 9, 2018): 33–41. http://dx.doi.org/10.21500/20112084.2867.
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This work aimed at studying the relationship between personality from the Big Five Personality model and creativity through different techniques (i.e., a paper and pencil task, and scales) and informants (i.e., the child and parents). We evaluated a sample of 359 Spanish-speaking school children of both genders, aged 9 to 13 years. Personality was assessed with the Argentine Questionnaire of children’s Personality (CAPI). Creativity was evaluated using the following instruments: The Torrance Test of Creative Thinking-Figural Form B; and the Creative Personality Scale (EPC). Pearson correlations and multiple linear regressions consistently showed that Neuroticism related negatively to creativity while competence has a positive relation. The results suggested that more creative children presented less vulnerability, irritability and psychological distress, eventually becoming more independent, competent and emotionally self-regulated in coping with environmental demands.
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Danesh, Maghsoud, and Nava Nourdad. "On the Relationship between Creative Problem Solving Skill and EFL Reading Comprehension Ability." Theory and Practice in Language Studies 7, no. 3 (March 1, 2017): 234. http://dx.doi.org/10.17507/tpls.0703.10.
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The present study investigated the relationship between Creative Problem Solving (CPS) skill of Iranian secondary school students and their reading comprehension ability. The sample of participants included 70 second grade students randomly selected among secondary school students. The Torrance Test of Creative Thinking was used to measure CPS. Also, a valid and reliable teacher-made reading comprehension test was applied to asses reading comprehension ability of the participants. The results indicated that there was a positively significant correlation between reading comprehension ability and CPS skill. Among the sub-components of CPS, elaboration and originality revealed positively significant correlation with reading comprehension. Furthermore, the findings suggested a dire need of accommodating creativity and CPS techniques and activities in EFL materials, text book. Teaching creativity is highly recommended as a prerequisite for every kind of learning including foreign language learning.
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Redó, Núria Arís, María Ángeles Millán Gutiérrez, and José-Diego Vargas Cano. "Dimensions of Creativity in Secondary School High-Ability Students." European Journal of Investigation in Health, Psychology and Education 11, no. 3 (August 24, 2021): 953–61. http://dx.doi.org/10.3390/ejihpe11030070.
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The objective of this study was to analyze the dimensions of creativity in high-ability teenage students. Firstly, we reviewed the most relevant scientific contributions on creativity. Next, the dimensions of creativity in secondary school students who were previously identified as high-ability students were analyzed. The sample was obtained from 215 students, of which 31 were identified as high-ability students. The abilities associated with divergent thinking were assessed using the Torrance Test of Creative Thinking The fluency, flexibility, and originality dimensions were assessed with the Scientific-Creative Thinking Test. This study was conducted using a quantitative approach. Tests were administered during school hours from March to June 2019. They were corrected considering the protocols established by the original authors themselves. Data were analyzed using SPSS, version 24.0. The results provide evidence that high-ability students achieve higher scores in both the figurative-creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability was therefore established. Students with high abilities and qualities require the educational support necessary to develop their talent. This study was of an exploratory nature and the results obtained contribute to developing future studies applying its findings in teenagers’ teaching–learning process.
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Esquivel, Giselle B., and Emilia Lopez. "Correlations among Measures of Cognitive Ability, Creativity, and Academic Achievement for Gifted Minority Children." Perceptual and Motor Skills 67, no. 2 (October 1988): 395–98. http://dx.doi.org/10.2466/pms.1988.67.2.395.
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This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.
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Hashem, Rasha Ghani. "The extent to which math teachers use e-learning innovations and its relationship to their creative thinking." Psychology and Education Journal 58, no. 2 (February 10, 2021): 4800–4812. http://dx.doi.org/10.17762/pae.v58i2.2871.
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The goal of the research is to know the extent to which math teachers use e-learning innovations and its relationship to their creative thinking. The researcher followed the descriptive approach, and to achieve the objectives of the research ,she designed two research tools, which are a questionnaire included (24) paragraphs, and calculated its sincerity and stability, and the second used the Silver Image Torrance test (a) to measure the skills of creative thinking (flexibility, fluency, authenticity) and then applied to the research sample of (100) mathematician teachers (58 males and 42 females) working in the public schools in Thi Qar province. The results of the survey were properly processed using statistics, and the following results were achieved: the results showed the extent to which e-learning was used in mathematics teaching from the point of view of mathematics teachers, and its overall importance, and the phrases that received the highest percentage of respondents were the phrase (22) [e-learning helps to convey the impact of learning], with a 93.3% percentage of sample responses on the search tool, while (8) [e-learning helps with the content of continuous learning] has a percentage of the sample responses. The results also showed the positive relationship between the use of e-learning innovations and creative thinking.
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Warne, Russell T., Sam Golightly, and Makai Black. "Factor structure of intelligence and divergent thinking subtests: A registered report." PLOS ONE 16, no. 5 (May 12, 2021): e0251268. http://dx.doi.org/10.1371/journal.pone.0251268.
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Psychologists have investigated creativity for 70 years, and it is now seen as being an important construct, both scientifically and because of its practical value to society. However, several fundamental unresolved problems persist, including a suitable definition of creativity and the ability of psychometric tests to measure divergent thinking—an important component of creativity—in a way that aligns with theory. It is this latter point that this registered report is designed to address. We propose to administer two divergent thinking tests (the verbal and figural versions of the Torrance Tests of Creative Thinking; TTCT) with an intelligence test (the International Cognitive Ability Resource test; ICAR). We will then subject the subscores from these tests to confirmatory factor analysis to test which of nine theoretically plausible models best fits the data. When this study is completed, we hope to better understand whether the degree to which the TTCT and ICAR measure distinct constructs. This study will be conducted in accordance with all open science practices, including pre-registration, open data and syntax, and open materials (with the exception of copyrighted and confidential test stimuli).
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Samra Bashir, Muhammad Ilyas Khan, and Anum Fatima. "Comparative Case Study of Creative Abilities of Public and Private Sector Schools in Pakistan." Journal of Arts & Social Sciences 7, no. 2 (December 31, 2020): 35–42. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(35-42).
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This study was designed to explore the creative thinking abilities of primary school students in Pakistan. The study also explored teachers’ perceptions about the issue. Multistage sampling was applied to select the sample. Four primary schools (2 from public sector and 2 from private sector) from Lahore city were selected randomly to collect the data. 100 students and 100 teachers were selected by applying cluster sampling. Torrance Tests of Creative Thinking (TTCT) were conducted to identify the creativity abilities of students. A questionnaire was developed to identify the perceptions of teachers regarding the development of creativity among students. Reliability of the questionnaire was .855. Independent sample t-test was applied to identify the difference between the creativity of public and private sector school students and perceptions of teachers. Findings show that students who were studying in private schools are more competent in creative writing and have more expressive ability than public school students. Teachers of private schools were using the methods and techniques more effectively for teaching creativity. The study has important implications for the development or otherwise of creativity in primary schools in Pakistan.
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Körtvélyessy, Lívia, Pavol Štekauer, and Pavol Kačmár. "On the influence of creativity upon the interpretation of complex words." Semantics and Psychology of Complex Words 15, no. 1 (October 30, 2020): 142–60. http://dx.doi.org/10.1075/ml.00018.kor.
Full textAbstract:
Abstract The paper is aimed at the evaluation of whether, and if, to what degree, the psychological factor of creativity affects the interpretation of complex words. The research covered 324 students (17–18 years old) who attended (at the time of the experiment) various secondary schools in Košice, Slovakia. For the sake of evaluation, the respondents were divided into two cohorts (H-cohort and L-cohort) for each of the creativity variables, based on their high vs. low scores achieved in the Torrance Test of Creative Thinking (TTCT). These variables include Elaboration, Fluency, Flexibility and Originality and two subscores, the Creative Strengths and the Composite Score. The interpretation test includes potential compound words and converted words, i.e., potential words that admit numerous potential readings. The evaluation process is primarily based on Štekauer’s theory of meaning predictability (2005), and covers four variables: the predictability rate, the objectified predictability rate, hapax legomena, and the average number of readings per informant. The results suggest that while the H-cohort is more ‘creative’ in interpreting potential words the influence of the individual variables/subscores varies substantially.