Creative Perception Inventory Research Articles

Does the Eye of the Beholder Construct Beauty? Contributions of Self-Efficacy Factors to Divergent Thinking Traits

The study initiated a project exploring a contribution of creative perception to creative behavior. This study investigated the factors in creative self-perception contributing to creative potential. Creative potential was operationalized as divergent thinking and measured by the Abbreviated Torrance Test for Adults. Creative self-perception was operationalized as creative self-efficacy and assessed by Khatena-Torrance Creative Perception Inventory. Undergraduate college students’ creative self-efficacy was found to make a reliable and measurable contribution to their divergent thinking performance. Specifically, fluency was predicted by initiative and intellectuality, originality—by initiative, and flexibility—by environmental sensitivity and self-strength. These findings suggested that in addition to process, product, person, place, persuasion, and potential perspectives, creativity construct could be evaluated from a standpoint of creative perception.

Is there a Gay Advantage in Creativity?

Common speculations hold that homosexual individuals can be more creative, considering the overrepresentation of homosexuals in the artistic and creative pursuits. The few past studies available did not find evidence to support this contention. However, research has found gender differences in creativity indicating girls being more creative. If gay males share more female-typical personality traits, it would be interesting to ask if this would be reflected in any difference in creativity between homosexuals and heterosexuals. The present study thus aimed to disentangle the association between creativity and sexual orientation. A total of 38 homosexual males (mean age = 31.6 years, S.D. = 9.7 years) and 34 heterosexual males (mean age = 21.8 years, S.D. = 4.3 years) participated. All participants completed an online survey on creativity (using Khatena-Torrance Creative Perception Inventory) and sexual orientation (using the adapted Klein Sexual Orientation Grid). A one-way between –groups multivariate analysis of variance was conducted to examine differences in creative perception as a function of sexual orientation. The results indicated that there was no significant difference for each of the dimensions of creativity perception between homosexual and heterosexual males. The present findings were compatible with previous studies that homosexuals are no more or less creative. A distinction between actual and self-perceived creativity however, should also be noted.

Creativity and Entrepreneurial Tendencies among Form two Malaysian Students

The aim of this study is to design a reliable and valid instrument to assess entrepreneurial tendency and to investigate the relationship of entrepreneurial tendency and creative personality among form two Malaysian students. A sample of 174 form two students taking entrepreneurship as a subject were chosen randomly from the four zones in Malaysia. The validated Entrepreneurship Tendency Inventory (ETI) and a measure of creative personality characteristics, Khatena Torrance Creative Perception Inventory (KTCPI) were administered. Factor analysis revealed the existence of eight factors namely, self-employed, business confidence, business intention, business anxiety, people dependent, forced decision, low self-confidence and contingent decision with internal consistencies ranging from 0.80 (self-employed) to 0.23 (low self-confidence). Self-employed, business confidence, business intention and people dependent are found to relate positively to entrepreneurial tendency. Business Anxiety has a very low correlation with entrepreneurial tendency. Students who perceive themselves as creative based on past creative performances have high levels of initiative, place more importance on what close relatives think and prefer challenging tasks and tend to have higher entrepreneurial tendencies. Further replication of this study is recommended to confirm the reliability and validity of ETI and to further elucidate the relationship between entrepreneurial tendencies and creative personality characteristics

Computer games development and appreciative learning approach in enhancing students’ creative perception

Creativity is an important entity in developing human capital while computer games are the current generation’s contemporary tool. This study focused on the teaching of computer games development in order to enhance the creative perception of secondary school children. The study applied randomised subjects, with control group experimental design, which involved 69 Malaysian form one students, aged 13–14 year-old. Different pedagogical strategies were being investigated on the abilities to enhance students’ creative perception. Treatment group adopted appreciative learning approach, which was based on Appreciative Inquiry (AI) theory. Meanwhile, control group adopted self-paced learning, followed by do-it-yourself session. Previous studies indicated that although appreciative learning approach is still in its infancy development, the approach is gaining its momentum in educational settings as it focuses on strengthening a person’s capacities and potential. Students’ creative perception was assessed using Khatena-Torrance Creative Perception Inventory (KTCPI). It was found students in treatment group gained a mean score of 71.82, which was significantly higher at .05 level of significance compared to the mean score of 50.49 exhibited by the control group. Yet, both treatment and control groups showed significant increases in pre-to-post-test scores. Dimensions within KTCPI were further analysed in order to present a better picture of students’ creative perception. As a conclusion, different pedagogical strategy generated different level of creative perception enhancement.

고등학교 1학년 과학영재 학급 학생의 창의적 성격과 창의적 인지력 변화 및 일반 학급 학생과의 비교

이 연구의 목적은 고등학교 1학년 과학영재 학급 학생과 일반 학급 학생의 창의적 성격과 창의 적 인지력을 비교함으로써 과학 창의성이 있는 학생이 과학영재로 선발되었는지와 과학영재 학급 수 업을 통해 창의성이 향상되었는지를 알아보는 것이다. 연구를 위하여 과학영재 학급 학생과 일반 학급 학생에 대해 Khatena-Torrance 창의적 성격검사와 Torrance 창의성 검사 중 언어검사 A형을 영재 수업 전․후에 실시하였다. 연구결과, 과학영재 학급 학생이 일반 학급 학생에 비하여 창의적인 성격을 가지 고 있는 것으로 나타났으나, 창의적 인지력 면에서는 유의미한 차이를 보이지 않았다. 과학영재 학급 학생과 일반 학급 학생의 창의적 성격의 하위 요인과 창의적 인지력의 하위 요인 사이의 상관관계가 매 우 낮아, 창의적 성격과 창의적 인지력이 서로 독립적인 것으로 나타났다. 그리고 과학영재 수업 실시 후에 과학영재 학급 학생들의 창의적 성격과 창의적 인지력은 향상되지 않았다. 따라서 과학 창의성이 있는 학생을 과학영재 학생으로 선발하는 방법과 과학영재 학생의 창의성을 향상시킬 수 있는 교수-학 습 방법에 대한 연구와 개발이 필요하다. The purpose of this study was to find out whether scientifically creative students were selected as science-gifted class students and whether their creativity improved after class for the science-gifted students by comparing the science gifted class students to general class students in the first grade of high school. This was achieved by comparing science-gifted class students with general ones on creative personality and creative thinking ability. For this study, science-gifted class students and general class students were surveyed using Khatena-Torrance creative perception inventory and Torrance test of creative thinking with words of form A, before and after class for the science-gifted group. The results showed that science-gifted class students scored significantly higher than general class students on the creative personality. However, there was no significant difference between the two groups in their creative thinking ability. Also, in this study, the sub-factors of creative personality and those of creative thinking ability showed very low levels of correlation, which implies that the two variables are highly independent. In addition, science-gifted class students did not show significant improvement in their scores on the creative personality and the creative thinking ability after class. Therefore, further research and development on the selection of science-gifted students and teaching-learning methods which can improve the creativity of these students are needed.

Gender Differences in Creative Perceptions of Undergraduate Students

This study investigated the difference between gender-role identity and creativity of students at Malaysian Universities. The respondents were 153 undergraduate Iranian students (48 females, 105 males; aged 19 to 27 years) in Malaysia Universities. All students were given a Khatena-Torrance Creative Perception Inventory Test (KTCPI). The instrument comprised two subscales, namely, Something About Myself (SAM) and What Kind of Person Are You (WKOPAY)? Each subscale had fifty items. The results revealed no significant difference between female and male students` overall creative perception. Further examination revealed that male students score higher in the WKOPAY subscale (t = 2.578, p = 0.011), while females scored higher than males in the initiative factor (t = 3.566, p = 0.000) and males scored higher than females in the environmental sensitivity factor (t = -2.216, p = 0.028) in the SAM subscale. Further replications on similar samples are needed.

Perfectionism and Creative Strivings

Samples of gifted children in Louisiana (N = 44) and Connecticut (N = 34) were administered the Multidimensional Perfectionism Scale (MPS) and the Khatena‐Torrance Creative Perception Inventory (KTCPI). The KTCPI consisted of two biographical measures, the Something About Myself (SAM) and What Kind of Person Are You (WKOPAY) subtests. The results for the WKOPAY were generally consistent with predictions. Higher scores on the scales of the MPS associated with neurotic perfectionism, the Overall MPS, Doubts About Actions (D), Organization (O), and Parental Criticism (PC), were associated with lower scores on the WKOPAY. Inconsistent with predictions, the Concern over Mistakes (CM) and Personal Standards (PS) scales of the MPS were not significantly correlated with the WKOPAY. Results for the SAM were inconsistent with predictions, with the exception of the significant positive correlation between the PS scale and the SAM.

At What Price Art? Affective Instability Within a Visual Art Population

Relations between levels of affective instability, creativity, and family history of affective illness were tested among 54 visual artists from the fine art disciplines of a prominent visual art college. Affective instability was measured by the General Behavior Inventory (Depue, Krauss, Spoont, & Arbisi, 1989); creativity by the Khatena-Torrance Creative Perception Inventory (Something About Myself [SAM] and What Kind of Person Are You?; Khatena & Torrance, 1976) and the Sensation Seeking Scale (SSS; Zuckerman, 1975; Zuckerman, Eysenck, & Eysenck, 1978); and family history of affective illness by an abbreviation of the Family History-Research Diagnostic Criteria (Andreasen, Endicott, Spitzer, & Winokur, 1977). Consistent with previous research on heredity of affective illness, a significant, moderate relation was found between family history and affective instability, r(48)= .28, p < .05, indicating that individuals reporting biological family members with psychiatric histories of affective illness were more likely to exhibit affective instability than those with no such histories. Significant relations also were found between creativity, measured by SSS, r(48) = .47, p < .01; and by SAM, r(48)= .30, p < .05 und affective instability. Furthermore, when controlling for the possible influences of age and family history, only the SSS was found to correlate with affective instability (β = .35, p < .01). When controlling for creativity, no difference was found in affective instability between men and women, supporting the speculation that there would be no gender difference in terms of affect among visual artists.

Reliability Estimates for Total, Factor, and Group Mean Scores on the Khatena-Torrance Creative Perception Inventory

Responses of 31 samples of adults ( N = 2503) and 37 samples of children ( N = 7048) to the two parts of the Khatena-Torrance Creative Perception Inventory were used to estimate internal consistency reliabilities for total scales and factor scores and to estimate the reliability of group means. The information may be helpful to users of Something About Myself and What Kind of Person Are You? when deciding what typical reliabilities to expect or in planning studies involving the measures. The analyses suggest (a) only total scores for the inventories may approach acceptable reliability for making decisions about individuals, (b) factor scores tend to be less reliable so they may only be acceptable for making decisions about groups, and (c) reliabilities of group means for total scores are acceptable for groups of about 40 adults or 65 children.

A Critique of Six Measures for Assessing Creativity

ABSTRACTTests and measures of creativity are critical instruments guiding educators in identifying highly productive individuals capable of contributing insightful and far reaching solutionsto ourproblem ridden civilization. This paperanalyzesand critiques six popularlyused measures ofcreativity: 1) The Torrance Test of Creative Thinking by E. Paul Torrance (1966); 2) The Creativity Assessment Packet by frank Williams (1980); three subtests of divergent production of the 3) Structure ofthe Intellect Learning Abilities Test by Mary Meeker; 4) Thinking Creatively With Sounds and Words by E. Paul Torrance, Joe Khatena and Bert F. Cunnington (1973); 5) Thinking Creatively In Action and Movement by E. Paul Torrance (1981); 6) Khatena‐Torrance Creative Perception Inventory by Joe Khatena &amp; E. Paul Torrance (1976). Reviewed through personal observation and published literature, these tests reveal a capacity as partial measures of divergent and productive thinking. Findings indicate that updating and upgrading of several tests with thought toward key constituent factors of the creative process would be qualitatively beneficial to test design.Harnessing creative potential is a main concern of educators hoping to prepare America's youth for a fast paced and rapidly changing existence. The questions at the heart of this concern: what creativity is, what constitutes creative thinking, and what the creative individual is like, have given birth to many tests and biographical checklists. Understanding the dimensions ofcreativity is difficult at best, and assessing it through tests or biographical checklists is even more problematic. Through direct examination and a review ofthe literature, this paper critiques six such measures for validity, reliability and utility. Those measures included: the Creativity Assessment Packet (CAP), the Torrance Test of Creative Thinking (TICT), Thinking Creatively in Action and Movement, Thinking Creatively with Sound and Words, Khatena‐Torrance Creative Perception Inventory, and three divergent thinking subtests ofthe Structure of Intellect Learning Abilities Test (SOl‐LA).

Additional Evidence on Reliability and Validity for the Khatena-Morse Multitalent Perception Inventory

The Khatena-Morse Multitalent Perception Inventory has two forms of 50 items designed to identify leadership, music, art, and creative talent of people of age 10 yr. and over. Most subjects can complete the inventory in 10 to 30 min. Scoring is done by counting affirmative responses; the total serves as a versatility index. Using responses of 6,186 school-age children and 1,617 adults, this paper presents evidence of internal consistency, and alternate forms and test-retest reliability as well as validity indices based on the Khatena-Torrance Creative Perception Inventory and Thinking Creatively with Sounds and Words, the former giving an index of creative perception and the latter a measure of originality requiring processing of information for production. The data suggest the Khatena-Morse Multitalent Perception Inventory is promising as a brief screening device for versatility of talent.

Creative Self-Perceptions of Mexican-American Children

Responses from 96 ( M age: 11-yr.-old) Mexican-American children, 55 boys and 41 girls in Grades 3 to 8, on Something About Myself from the Khatena-Torrance Creative Perception Inventory showed they believed themselves to be talented in many different areas and to use original ideas to solve problems as well as not take for granted what they are told, but do not participate in musical or dramatic expressions.

Creative personality characteristics and dimensions of mental functioning in gifted adolescents

The intent of this study was to discover what relationship, if any, exists between creative personality characteristics and psychic overexcitabilities (OEs), as defined by Dabrowski's Theory of Emotional Development. Twenty‐one gifted seventh and eighth grade students were given the Something About Myself (SAM) portion of the Khatena‐Torrance Creative Perception Inventory and the Overexcitabilities Questionnaire. The seven subjects with the highest SAM scores were designated as the High Creative, the seven lowest as the Low Creative group. At test was performed on the group means of the two groups on the five dimensions of overexcitability. Differences between the High Creative and Low Creative groups were significant (p < .025] for imaginational and intellectual OE and (p < .05) for emotional OE. Differences Between the groups on psychomotor and sensual OE were nonsignificant. These findings have implications for parents, teachers, and counselors of creatively gifted students.

Investigation of the Perceived and Behavioral Levels of Creativity for University Men

Sixty-nine university men were tested for perceived levels of creativity as measured by the Something About Myself (SAM) inventory (Khatena, 1976). A second focus of the study was to assess the creative production of these same university men. All men participated in a pre- and post-test of the SAM inventory and six criterion task activities developed by the experimenter that were directly related to the six factors of the inventory. The experimental groups had nearly four hours of activities designed to stimulate creativity. Results revealed no significant differences between pre- and post-test scores of all university men. Nor were there any differences between the freshmen and seniors relative to the Creative Perception Inventory scores. The experimental group scored significantly higher than the control group on the post-test of the SAM inventory. The freshmen men scored significantly higher than the seniors on three of the six factors of the SAM inventory. No differences were found to exist between the major fields of concentration for freshmen and senior men.

The Khatena-Torrance Creative Perception Inventory for Identification Diagnosis Facilitation and Research

The Khatena-Torrance Creative Perception Inventory for Identification Diagnosis Facilitation and Research