Journal ArticleDOI
The Relationship of Creativity Measures to School Achievement and to Preferred Learning and Thinking Style in a Sample of Korean High School Students
Junghee Kim,William B. Michael +1 more
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Kim et al. as mentioned in this paper studied the extent to which performance in selected measures of creativity involving both verbal and visual tasks was related to school achievement as revealed by a quantitative indicator (percentage score) and expressed preference for a given learning and thinking style as revealed in a standardized measure (Style of Learning and Thinking by Torrance).Abstract:
Two major purposes of this study were to ascertain for a sample of 193 11th-grade Korean high school students (92 males and 101 females) the extent to which performance in selected measures of creativity involving both verbal and visual tasks was related to (a) school achievement as revealed by a quantitative indicator (percentage score) and (b) the expressed preference for a given learning and thinking style as revealed in a standardized measure (Style of Learning and Thinking by Torrance) intended to portray left-brain, right-brain, or an integrated left-brain right-brain function. A secondary purpose was to identify possible gender differences of Korean students in the variables under study. The following conclusions became evident. First, measures of creativity translated from the Torrance Tests of Creative Thinking show little, if any, relationship to school performance. Second, Korean high school females may be expected to exhibit higher average levels of performance on creativity tests than will th...read more
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Journal ArticleDOI
Gender Differences in Creativity
John Baer,James C. Kaufman +1 more
TL;DR: In this article, the APT model of creativity is proposed to allow better understanding of what is known about gender differences in creativity, including creativity test scores, creative achievements, and self-reported creativity.
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Is the Proof in the Pudding? Reanalyses of Torrance's (1958 to Present) Longitudinal Data
TL;DR: In this paper, Torrance's (1972a) elementary school longitudinal study (1958-present) was reanalyzed using structural equation modeling, and it was found that just under half of the variance in adult creative achievement is explained by divergent thinking test scores, with the contribution of DT being more than 3 times that of intelligence quotients.
Journal ArticleDOI
A Threefold Model of Intellectual Styles.
Abstract: The field of styles presents three major controversial issues: styles as value-laden versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles—the Threefold Model of Intellectual Styles—which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhang’s body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others’ previous empirical findings in the literature. The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories.
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Creativity and academic achievement: A meta-analysis.
TL;DR: In this article, a meta-analysis of 120 studies examining the relationship between creativity and academic achievement in research conducted since the 1960s was conducted, which revealed that this relationship was constant across time but stronger when creativity was measured using creativity tests compared to self-report measures.
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Meta‐Analyses of the Relationship of Creative Achievement to Both IQ and Divergent Thinking Test Scores
TL;DR: In this article, the authors conducted meta-analyses of the relationships between creative achievement and both IQ and divergent thinking (DT) test scores, and found a significantly higher relationship between DT test scores and creative achievement.