Abstract
This study seeks to expand the concept of creativity by investigating the scholastic aptitudes and vocational needs of highly creative public high school seniors. Torrance's (1962) Minnesota Tests of Creative Thinking were administered to 708 seniors. Students scoring highest and lowest on two scales, originality and elaboration, were divided into 12 criterion groups (N = 311) among boys and girls. Significant differences were obtained on the Minnesota Scholastic Aptitude Test and the Minnesota Importance Questionnaire (MIQ) (Weiss, Dawis, England & Lofquist, 1964). Highly original seniors had significantly stronger needs than good elaborators on four MIQ scales. Students highest in both abilities had stronger needs than either high originals or good elaborators on five other MIQ scales.
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