Journal articles: 'Torrance Tests of Creative Thinking'

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Jaben, Twila H. "Effects of Training on Learning Disabled Students' Creative Written Expression." Psychological Reports 60, no. 1 (February 1987): 23–26. http://dx.doi.org/10.2466/pr0.1987.60.1.23.

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50 students from learning disabilities classrooms of intermediate level served as subjects. The Torrance Tests of Creative Thinking were given as pretests and posttests to measure the effects of instruction on subjects' creative written expression. For 14 wk. the Purdue Creative Thinking Program was used to stimulate the learning disabled experimental group's creative thinking. Posttest group's means were significantly greater than the control group's means on the verbal subtests of the Torrance Tests of Creative Thinking.

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Heausler, Nancy L., and Bruce Thompson. "Structure of the Torrance Tests of Creative Thinking." Educational and Psychological Measurement 48, no. 2 (April 1988): 463–68. http://dx.doi.org/10.1177/0013164488482021.

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Isaksen, Scott G., and Gerard J. Puccio. "Adaption-Innovation and the Torrance Tests of Creative Thinking: The Level-Style Issue Revisited." Psychological Reports 63, no. 2 (October 1988): 659–70. http://dx.doi.org/10.2466/pr0.1988.63.2.659.

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Kirton has asserted that his measure of creative style, Kirton Adaption-Innovation Inventory, is discrete or orthogonal to level measures of creativity. This study used a well-established measure, the Torrance Tests of Creative Thinking, on a relatively larger sample than in previous studies. Scores for 132 (40 men, 92 women) college students on Kirton's measure were significantly correlated with scores on Torrance's Fluency, Flexibility, and Originality subtests. Further, t tests showed a significant difference between the extreme adaptor and innovator groups for fluency.

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Aranguren, María. "Influence of previous knowledge in Torrance tests of creative thinking." International Journal of Psychological Research 8, no. 2 (July 1, 2015): 76–90. http://dx.doi.org/10.21500/20112084.1511.

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The aim of this work is to analyze the influence of study field, expertise and recreational activities participation in Torrance Tests of Creative Thinking (TTCT, 1974) performance. Several hypotheses were postulated to explore the possible effects of previous knowledge in TTCT verbal and TTCT figural university students’ outcomes. Participants in this study included 418 students from five study fields: Psychology; Philosophy and Literature, Music; Engineering; and Journalism and Advertising (Communication Sciences). Results found in this research seem to indicate that there in none influence of the study field, expertise and recreational activities participation in neither of the TTCT tests. Instead, the findings seem to suggest some kind of interaction between certain skills needed to succeed in specific studies fields and performance on creativity tests, such as the TTCT. These results imply that TTCT is a useful and valid instrument to measure creativity and that some cognitive process involved in innovative thinking can be promoted using different intervention programs in schools and universities regardless the students study field.

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Kim, Kyung Hee. "The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking." Creativity Research Journal 23, no. 4 (October 2011): 285–95. http://dx.doi.org/10.1080/10400419.2011.627805.

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Ferracuti, Stefano, Eleonora Cannoni, Franco Burla, and Renato Lazzari. "Correlations for the Rorschach with the Torrance Tests of Creative Thinking." Perceptual and Motor Skills 89, no. 3 (December 1999): 863–70. http://dx.doi.org/10.2466/pms.1999.89.3.863.

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Soriano de Alencar, Eunice M. L. "University Students' Evaluation of Their Own Level of Creativity and Their Teachers' and Colleagues' Level of Creativity." Gifted Education International 11, no. 3 (September 1996): 128–30. http://dx.doi.org/10.1177/026142949601100303.

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This study investigated university students' evaluation of their own level of creativity, their teachers' level and their colleagues' level of creativity, as well as the relationship between results in creative thinking measures and in the evaluation of their own level of creativity by the university students. Four hundred and twenty eight Brazilian university students were asked to rate their level of creativity, their university teachers' and colleagues' level of creativity in a seven point scale, after completing the Torrance Tests of Creative Thinking (Verbal form A). Students judged themselves and their colleagues as significantly more creative than their teachers. It was also found that most students evaluated their teachers as presenting low levels of creativity. Moreover, significant relationships were observed between different measures of creative thinking and the level of their own creativity as evaluated by the students. The results suggest that university teachers are ill-equipped in designing a facilitative environment for creativity. They also give support for the concurrent validity of the Torrance Tests of Creative Thinking.

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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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Jaben, Twila H. "Effects of Instruction on Elementary-Age Students' Productive Thinking." Psychological Reports 57, no. 3 (December 1985): 900–902. http://dx.doi.org/10.2466/pr0.1985.57.3.900.

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52 pupils from Grades 5 and 6 were given the Torrance Tests of Creative Thinking as pretests and posttests to measure the effect of instruction in creativity on the productive thinking skills of these subjects. For 14 the Purdue Creative Thinking Program was used to stimulate the taught group's thinking. Trained subjects made significantly higher scores than the control group on the figural subtests.

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Wechsler, Solange. "Validity of the Torrance Tests of Creative Thinking to the Brazilian Culture." Creativity Research Journal 18, no. 1 (January 1, 2006): 15–25. http://dx.doi.org/10.1207/s15326934crj1801_3.

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Kim, Kyung Hee. "Proven reliability and validity of the Torrance Tests of Creative Thinking (TTCT)." Psychology of Aesthetics, Creativity, and the Arts 5, no. 4 (November 2011): 314–15. http://dx.doi.org/10.1037/a0021916.

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Yarbrough, Nükhet D. "Assessment of Creative Thinking Across Cultures Using the Torrance Tests of Creative Thinking (TTCT): Translation and Validity Issues." Creativity Research Journal 28, no. 2 (April 2, 2016): 154–64. http://dx.doi.org/10.1080/10400419.2016.1162571.

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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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Kim, Kyung Hee. "The Torrance Tests of Creative Thinking - Figural or Verbal: Which One Should We Use?" Creativity. Theories – Research - Applications 4, no. 2 (December 20, 2017): 302–21. http://dx.doi.org/10.1515/ctra-2017-0015.

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Abstract Kim’s CATs framework (2016) identified creative climates (C), attitudes (A) and thinking (T) skills for innovation. Creativity can be measured by testing and non-testing methods. Testing methods include creativity tests for climate, attitude and thinking skills. Among the creativity tests available, two versions of the Torrance Tests of Creative Thinking - Figural and Verbal (TTCT-F and V) are most commonly used. I examined the relationships between the two versions as well as their reliability across gender. From preschool children to adults, 994 participants’ scores on the two versions were used. The results showed that scores on the two versions are significantly related, yet TTCT-F is a more comprehensive, reliable and valid measure of creativity than the TTCT-V.

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Kim, Kyung Hee. "Can We Trust Creativity Tests? A Review of the Torrance Tests of Creative Thinking (TTCT)." Creativity Research Journal 18, no. 1 (January 1, 2006): 3–14. http://dx.doi.org/10.1207/s15326934crj1801_2.

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Hee Kim, Kyung. "Is Creativity Unidimensional or Multidimensional? Analyses of the Torrance Tests of Creative Thinking." Creativity Research Journal 18, no. 3 (July 2006): 251–59. http://dx.doi.org/10.1207/s15326934crj1803_2.

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Ogurlu, Uzeyir, Hatun Sevgi Yalin, and Fazilet Yavuz Birben. "The Relationship Between Psychological Symptoms, Creativity, and Loneliness in Gifted Children." Journal for the Education of the Gifted 41, no. 2 (March 27, 2018): 193–210. http://dx.doi.org/10.1177/0162353218763968.

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The aim of this study was to examine the relationship between psychological symptoms, creativity, and loneliness among gifted middle school students and to analyze gender difference in psychological symptoms. The study used a correlational design, consisting of 91 gifted middle school students. The Brief Symptom Inventory, the University of California, Los Angeles (UCLA) Loneliness Scale, and the Torrance Tests of Creative Thinking were used as data-collection instruments. The results showed that there was no significant difference between gifted female and male students in the Brief Symptom Inventory total score and subscales except in the depression subscale. In addition, the Brief Symptom Inventory including subscales was significantly and positively correlated with the UCLA Loneliness Scale. There was no significant correlation between the Torrance Tests of Creative Thinking and the other scales. Loneliness was found to be a significant predictor of psychological symptoms. The results of this study suggest that loneliness is a major factor for the psychological well-being of gifted students.

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Mijares-Colmenares, Brizeida E., William G. Masten, and Joe R. Underwood. "Effects of Trait Anxiety and the Scamper Technique on Creative Thinking of Intellectually Gifted Students." Psychological Reports 72, no. 3 (June 1993): 907–12. http://dx.doi.org/10.2466/pr0.1993.72.3.907.

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This work assessed the effect of trait anxiety (measured on the State-Trait Anxiety Inventory) and the Scamper technique on figural creative thinking, measured by the Torrance Tests of Creative Thinking. An analysis of covariance with 52 gifted students in a summer camp gave no significant main effect of treatment for trait anxiety, or their interaction. Scamper may not effectively improve figural creativity and anxiety may not influence figural creativity the same way it influences verbal creativity, at least as measured.

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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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Clapham, Maria M. "Structure of Figural Forms A and B of the Torrance Tests of Creative Thinking." Educational and Psychological Measurement 58, no. 2 (April 1998): 275–83. http://dx.doi.org/10.1177/0013164498058002010.

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Clapham, Maria M. "The Convergent Validity of the Torrance Tests of Creative Thinking and Creativity Interest Inventories." Educational and Psychological Measurement 64, no. 5 (October 2004): 828–41. http://dx.doi.org/10.1177/0013164404263883.

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Hahm, Jarang, Kwang Ki Kim, Sun-Hyung Park, and Hyo-Mi Lee. "Brain Areas Subserving Torrance Tests of Creative Thinking: An Functional Magnetic Resonance Imaging Study." Dementia and Neurocognitive Disorders 16, no. 2 (2017): 48. http://dx.doi.org/10.12779/dnd.2017.16.2.48.

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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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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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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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Asriadi, Muhammad, and Edi Istiyono. "Exploration of Creative Thinking Skills of Students in Physics Learning." Journal of Educational Science and Technology (EST) 6, no. 2 (June 2, 2020): 151. http://dx.doi.org/10.26858/est.v6i2.12737.

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This study aims to determine the ability of creative thinking high school students in physics learning, know the form of assessment of creative thinking abilities. The study was conducted at SMAN 6 Yogyakrata. This type of research is a survey with a cross-sectional method that is a survey conducted once and at a time. The subjects were the principals, teachers of physics from SMAN 6 Yogyakrata and 30 grade XI students. observations, interviews, and questionnaires were used as data collection techniques. The data analysis method used was the quantitative-qualitative descriptive analysis. The results showed that the creative thinking ability of class XI MIA 1 students at SMAN 6 Yogyakarta can be said to be in the average and quite good category, although there are some students whose level of creative thinking ability is low. In addition, the form of assessment used by physics teachers has not been effective and accurate enough in assessing students 'creative thinking abilities. So it is recommended to use The Torrance Tests of Creative Thinking (TTCT) in physics learning because it has been proven to be accurate in assessing students' creative thinking abilities.

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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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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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Kim, Kyung Hee, Bonnie Cramond, and Deborah L. Bandalos. "The Latent Structure and Measurement Invariance of Scores on the Torrance Tests of Creative Thinking–Figural." Educational and Psychological Measurement 66, no. 3 (June 2006): 459–77. http://dx.doi.org/10.1177/0013164405282456.

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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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Khalifa, Huda Assem Mohammed. "Quality of Life and its Relation to Creative Thinking among a Sample of Female Adolescents in Jeddah." International Journal of Social Sciences and Humanities Invention 6, no. 2 (February 28, 2019): 5297–311. http://dx.doi.org/10.18535/ijsshi/v6i2.06.

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The study of subjective well-being in adolescence has had recent and dynamic growth, however, there are still few qualitative studies that contribute to getting to know about and discussing the sociocultural diversity of well-being, in particular ones that consider the socioeconomic status of the studied groups. The purpose of this study is to prove that Quality of Life plays a large role in an individual’s Creative Thinking abilities. Two hundred sixty-four female middle-school students (first, second and third grades) in Saudi Arabia, aged 12-15 were chosen randomly for participation in this study. The students were then subjected to Quality of Life Scale (QOL) and The Torrance Tests of Verbal Creative Thinking. The results showed quite a few differences regarding the group’s Quality of Life and Creative Thinking Scores. There was a positive statistically significant correlation of 0.01 between the “family and social life”, “general health”, the total degree of Quality of Life perceived and Creative Thinking. On the other hand, there was no statistically significant correlation between “Time management” and the total and subscales of the Creative Thinking Scale. The results also showed that there is a statistically positive effect at 0.05 level of Quality of Life on Creative Thinking, where the value of the beta coefficient is 0.36 proving that Creative Thinking can be predicted by Quality of Life. The findings suggest that the Quality of Life represented in home and school environments, and health in general does influence creative thinking in adolescents. These points raise important issues in relation to Creative Thinking by implying that fostering creative thinking of adolescents requires a suitable environment.

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Bottinelli, Katherine, Yena Kyeong, and Cecilia Cheung. "Adolescents’ Drawing and Divergent Thinking: Does Culture Matter?" Journal of Educational and Developmental Psychology 8, no. 2 (September 11, 2018): 147. http://dx.doi.org/10.5539/jedp.v8n2p147.

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The current study examined the association between adolescents’ divergent thinking and features of their drawings in the United States and China. A total of 321 American (n = 125) and Chinese (n = 196) adolescents completed a battery of assessments on divergent thinking and free drawing adapted from the Torrance Tests of Creative Thinking (TTCT). Central (e.g., focal object) and contextual (e.g., background) features characterizing adolescents’ drawings were coded. Results indicated that Chinese adolescents included more central features in their drawings compared to their American counterparts. Chinese, but not American, adolescents’ inclusion of contextual features was positively associated with their divergent thinking. Findings suggest the potential for culture to influence adolescents’ cognition, such that contextual features in drawings may be particularly conducive to the development of divergent thinking in cultures where contextual sensitivity is emphasized.

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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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Runco, Mark A., Garnet Millar, Selcuk Acar, and Bonnie Cramond. "Torrance Tests of Creative Thinking as Predictors of Personal and Public Achievement: A Fifty-Year Follow-Up." Creativity Research Journal 22, no. 4 (November 10, 2010): 361–68. http://dx.doi.org/10.1080/10400419.2010.523393.

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Krumm, Gabriela, María Aranguren, Vanessa Arán Filippetti, and Viviana Lemos. "Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish-speaking Population." Journal of Creative Behavior 50, no. 2 (October 17, 2014): 150–64. http://dx.doi.org/10.1002/jocb.76.

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Lewis, Carol D., and John C. Houtz. "Sex-Role Stereotyping and Young Children's Divergent Thinking." Psychological Reports 59, no. 3 (December 1986): 1027–33. http://dx.doi.org/10.2466/pr0.1986.59.3.1027.

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In two experiments 157 kindergarten and first-grade children were administered the Circles Subtest of the Torrance Tests of Creative Thinking. Boys and girls were given differential instructions to think of ideas typically thought of by members of the opposite sex. The contents of the children's ideas were analyzed and scored according to male- and female-dominant categories. Directions to generate ideas of the opposite sex inhibits performance, and considerable sex-role stereotyping of responses occurs at an early age. Without training on a similar task, however, boys appeared to be less able to follow directions and think of ideas typical of the opposite sex. Results are discussed in terms of the hypothesis that girls are more knowledgeable of the opposite sex-roles than are boys but are inhibited in the expression of this knowledge by cultural expectations.

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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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Humble, Steve, Pauline Dixon, and Elias Mpofu. "Factor structure of the Torrance Tests of Creative Thinking Figural Form A in Kiswahili speaking children: Multidimensionality and influences on creative behavior." Thinking Skills and Creativity 27 (March 2018): 33–44. http://dx.doi.org/10.1016/j.tsc.2017.11.005.

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Yoon, Cho-Hee. "A validation study of the Torrance Tests of Creative Thinking with a sample of Korean elementary school students." Thinking Skills and Creativity 26 (December 2017): 38–50. http://dx.doi.org/10.1016/j.tsc.2017.05.004.

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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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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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Mahkamovna, Rizaeva Munisaxon. "Challenges Of Creativity And Competence Of Children In Early Childhood Education." American Journal of Social Science and Education Innovations 02, no. 10 (October 29, 2020): 205–12. http://dx.doi.org/10.37547/tajssei/volume02issue10-34.

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Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity. Early childhood education institutions focus on preschools, kindergartens, and practical schools that educate young children. A preschool education program has been developed to provide a rich learning experience for children in preschools and to promote healthy growth. Creativity is the foundation of a preschool curriculum and can be defined as a way of creating original things. Preschool teachers need to provide children with materials to stimulate their imagination, provide opportunities to imagine and explain their ideas, value children’s individuality, and encourage their different perspectives and also educators should be more attentive and responsible to increase children’s different competences that can be related to the education for their future. They should also encourage children to participate in creative games, take care of and appreciate children’s new products. It is also important to value children’s creativity, and to give children confidence. This study aims to examine the creativity of preschool children. The study used a simple causal design with pre- and post-test tests involving a single group. Participants consisted of 184 children (96 boys, 88 girls) studying in preschools and kindergartens under the Ministry of Education in Ankara during the 2014-2015 academic year. Forms A and B of the Torrance tests of creative thinking were used as pre- and post-tests. The results showed that the preschool education program had a positive impact on children’s creativity.

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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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Umar, Ali, and Nurul Qomariyah Ahmad. "ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS CALON GURU MATEMATIKA." Jurnal As-Salam 3, no. 1 (April 30, 2019): 36–47. http://dx.doi.org/10.37249/as-salam.v3i1.118.

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Tulisan ini membahas kemampuan berpikir mahasiswa dalam menyelesaikan soal matematika berkategori soal berpikir kreatif matematis. Penelitian ini dilakukan dengan pendekatan penilitian deskriptif. Subjek penelitian adalah mahasiswa prodi tadris matematika STAIN Gajah Putih Takengon yang berjumlah 13 orang TA 2018/2019. Instrumen penelitian yang digunakan adalah soal tes berpikir kreatif matematis. Analisis data menggunakan The torrance tests of creative thinking (TTCT) yang terdiri dari tiga komponen yaitu kefasihan (fluency), fleksibelitas(flexibility), dan kebaharuan (novelty). Hasil penelitian disimpulkkan bahwa 1). Kemampuan berpikir kreatif mahasiswa masih sangat rendah dengan skor rata-rata2,61 (berada pada level kurang kreatif. 2) komponen berpikir kreatif yang paling rendah adalah fleksibelitas dan kebaharuan.

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Kim, Kyung Hee. "The APA 2009 Division 10 debate: Are the Torrance Tests of Creative Thinking still relevant in the 21st century?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 4 (November 2011): 302–8. http://dx.doi.org/10.1037/a0021917.

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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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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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Petrova, Svetlana, and Elena Shcheblanova. "Creativity Assessment of Primary School Children by the Tests, Teachers’ Ratings, and Self-estimates." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 7 (November 6, 2017): 08–12. http://dx.doi.org/10.18844/prosoc.v4i3.2623.

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Development of the child’s creativity is recognized as one of the main objectives in education. Our study aimed to investigate the relations of the objective and subjective indicators of creativity with intellectual and personal variables in 240 primary school children (aged 7-8 and 9-10). We used Teachers' Checklist of children’s abilities; The Torrance Test of Creative Thinking; Group Inventory for Finding Talent; Cognitive Abilities Tests; school achievement. The results show positive correlation between the teachers' ratings of intelligence and creativity in both ages, but not between the intelligence and creativity test-scores. The teachers' creativity ratings also did not correspond to the pupils’ creativity self-estimates because the teachers mostly orientated towards intellectual abilities and work organization skills of the children. The data demonstrate the need to integrate subjective and objective information to evaluate multifaceted children’s creativity. Keywords: creativity; intelligence; school children; teachers;

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Krumm, Gabriela, Viviana Lemos, and Vanessa Arán Filippetti. "Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance Across Gender." Creativity Research Journal 26, no. 1 (January 2014): 72–81. http://dx.doi.org/10.1080/10400419.2013.843908.

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Moffat, David C., William Crombie, and Olga Shabalina. "Some Video Games Can Increase the Player's Creativity." International Journal of Game-Based Learning 7, no. 2 (April 2017): 35–46. http://dx.doi.org/10.4018/ijgbl.2017040103.

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It is said that playing video games might make people more creative. There is some evidence of an association, but no so far general theory about any psychological causes, or other key factors. In this study, we test the possibility that different sorts of video games may have different effects, on different types of creativity; or none at all. Three games were tested, including a sandbox and a puzzle game (Minecraft and Portal 2), and creativity was measured by the Torrance Tests of Creative Thinking (TTCT). The games were hound to have different effects, and on only some measures. We discuss possible accounts for these results, and offer practical suggestions to better control such studies in future. The strongest and most surprising result was that one particular form of creativity, flexibility, was affected much more than others. This finding awaits a theoretical explanation; but in the meantime, the implication is that video games could be used to put students into a more creative state of mind, which may be useful for their learning.

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Journal articles on the topic 'Torrance Tests of Creative Thinking'

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