Significant Differences In Creativity Research Articles

Implementasi Pembelajaran Berbasis Proyek Berbantuan Aplikasi Simurelay untuk Meningkatkan Kreativitas Siswa

This study was focused on identifying the increase in student creativity in project-based learning in classes that use the Simurelay application with classes that use powerpoint as a learning medium, and there are significant differences between the two classes. The research method used in this study is a quasi-experiment with a non-equivalent control group design of a design. This study involved the population of students in class XI TITL SMK YPM 1 Taman Sidoarjo. The research sample of 76 students was divided into 38 students in the control class and 38 in the control class who were selected with the purposive sampling technique. The data collection instrument was in the form of 30 multiple-choice questions. The data analysis techniques used are descriptive and inferential analysis. The results of data analysis showed that there was an increase in creativity before and after being treated in the experimental class with an average score of 19.79 with the category of moderately creative while in the control class obtained an average score of 15.18 with the category of non-creative. There was a significant difference in creativity between the two classes with (t-count = 6.8778 > t-table = 1.993) at a significance level of 5%. The application of the PjBL learning model assisted by Simurelay in the category is quite effective in increasing the creativity of students in class XI TITL SMK YPM 1 Taman Sidoarjo. In this study, students showed an excellent response after the learning model was applied.

Mentoring and creativity: Resources for working women to thrive in a challenging workplace after COVID‐19

AbstractThis study investigated the association between mentoring and creativity among male and female office workers. A web survey was administered to individuals aged 20–59 years using the survey monitors of an internet company; 2106 valid responses (1048 men and 1058 women) were analyzed to examine the association between mentoring and creativity. A three‐way analysis of covariance was conducted using mentoring, gender, and managerial status as the independent variables, which were adjusted for occupation. The analysis of the main effects showed that mentored individuals had higher creativity than nonmentored individuals, regardless of gender or managerial status. In addition, managers had significantly higher creativity than nonmanagers. There was no significant difference in creativity between men and women. The interaction effect of gender and managerial status was significant, and the analysis of the simple main effects indicated that male nonmanagers had higher creativity than female nonmanagers, whereas no significant gender difference was found between male and female managers. The difference in the creativity score between mentored and nonmentored female managers was 0.467, whereas the difference between mentored and nonmentored male managers was 0.357; this suggests that mentoring is critical, particularly for female managers. The primary focus of mentoring research has been the role of mentoring in promoting career‐related behaviors and attitudes. This study illustrates the potential to enhance creativity, which is an asset for working women in managing challenges after COVID‐19.

An Investigation of the Equivocal Relationship Between Daydreaming, Creativity and Well-Being

An extensive number of studies have been conducted on the relationship between daydreaming, creativity and well-being, with mixed results, nonetheless. Particularly, research has demonstrated both positive and negative effects of daydreaming on creativity and well-being, as well as of creativity on well-being. In addition, most studies have been conducted on adults. Therefore, the purpose of this survey-based study conducted in, Delhi University in May 2023 was to further explore the relationship among the aforesaid constructs on a sample of late adolescents. To this aim, 622 Indian were asked to complete three psychometrically validated scales. The following research hypotheses were proposed: H1) Daydreaming would be a statistically significant predictor of creativity; H2) Daydreaming would be a statistically significant predictor of overall distress, stress, anxiety and depression; H3) There would be a statistically significant difference in daydreaming among severity levels of stress, anxiety and depression; H4) Creativity would be a statistically significant predictor of overall distress, stress, anxiety and depression; and H5) There would be a statistically significant difference in creativity among severity levels of stress, anxiety and depression. Results showed that daydreaming was not a statistically significant predictor of creativity, but greater daydreaming was related to higher distress, stress, anxiety and depression. Furthermore, participants with higher creativity experienced greater anxiety. Nevertheless, creativity was not a statistically significant predictor of distress, stress and depression. Finally, participants with extremely severe depression displayed lower creativity than those with moderate depression. Further research is advised before practical implications are recommended.

Are Pedagogical Students More Creative than Students of Non-Pedagogical Programs?

The study aims to explore whether there are significant differences in self-assessed creativity between pedagogical and non-pedagogical students, the potential connection between creativity and pedagogical or non-pedagogical study orientation, whether the pedagogical or non-pedagogical orientation of studies influences creativity, and additionally whether there are significant differences in self-assessed creativity between the genders, related to the results of creativity self-assessment. The results showed no statistically significant differences in creativity between students according to gender or according to whether they were pedagogical or non-pedagogical students. We can conclude that the expression of creativity is likely to be influenced by many other factors.

An Empirical Approach to Analyzing the Effects of Stress on Individual Creativity in Business Problem-Solving: Emphasis on the Electrocardiogram, Electroencephalogram Methodology.

In this study, experiments were conducted on 30 subjects by means of electrocardiogram (ECG) and electroencephalogram (EEG) methodologies as well as a money game to examine the effects of stress on creativity in business problem-solving. The study explained the relationship between creativity and human physiological response using the biopsychosocial model of challenge and threat. The subjects were asked to perform a cognitive mapping task. Based on the brain wave theory, we identified the types of brain waves and locations of brain activities that occurred during the creative problem-solving process in a business environment and studied the effects of stress on creativity. The results of the experiments showed significant differences in creativity in business problem-solving depending on whether or not stress was triggered. Differences were found in the time domain (SDNN, RMSSD) and frequency domain (HF, LF/HF ratio) of heart rates, a physiological stress indicator, between the stress group and the no-stress group. A brain wave analysis confirmed that alpha waves increased in the frontal lobe of the brain during creative business problem-solving but decreased when the subjects were under stress, during which beta waves in the brain increased. This study seeks to examine creativity in business problem-solving by studying the effects of stress on human physiological response and cognitive functions in the hope of providing a new and objective interpretation of existing research results.

Effect of the application of circularity requirements as guided questions on the creativity and the circularity of the design outcomes

Implementation of the circular economy is beginning to become a reality and the early stages of product design are crucial for a proper adoption of the circular model. However, several studies claim that sustainability requirements usually decrease creativity. Therefore, it is necessary to help designers to think in a more circular manner and, at the same time, not compromising the creativity.In this research, we study if creativity and circularity of the design outcomes change depending on whether circular requirements are applied as guided questions during the idea generation. For this purpose, an experiment has been carried out in which 20 engineering design students’ teams propose a novel idea for a product. Half of the teams received some circular economy requirements in the form of explicit guided questions, while the other half did not. The novelty, usefulness and feasibility of the design outcomes are assessed to measure creativity. Circularity is determined by accounting the number of items to slow, close and narrow loops at each design proposal.The results indicate that explicitly introducing guided questions leads to no significant differences in creativity or circularity. However, it does lead to more dispersed circularity results. So, applying circular requirements explicitly in the form of guided questions does not worse creativity in comparison to when these requirements are implicit.This work offers new results on the effect of circular requirements in the generation of ideas. These findings are useful for the management of design teams in companies and also for design teaching.

The Effects of Blended Learning on Elementary School Students' Creativity and Activeness

Creativity is one of the important components of success in 21st-century learning. Creativity needs to be developed and taught in the classroom. This study was conducted to know the difference in the effect of blended learning on students' creativity and activeness. This study also aimed to find out the significant improvement on students' creativity and activeness in elementary school. This study is of a quasi-experimental type with a non-equivalent comparison group design. The research subjects were fifth-grade students (32 students as experimental groups and 29 students as a control group) of public elementary schools in Bantul Regency, SDN Kasihan, and SDN Kalipucang, in the academic year 2019/2020. Rubric for Creativity (RC) and Rubric for Activeness (RA) were administered for pretest and posttest. The duration of the experimental learning was three meetings and one meeting for examination. The data analysis technique used independent samples t-tests and paired samples t-tests at the significance level of .05. The results of the study show that there was a significant difference in creativity between the experimental group (applying blended learning) and the control group (applying scientific learning). Experimental group students had higher scores on both variables compared to their counterparts. Thus, it can be concluded that blended learning is effective in improving creativity and activeness of elementary school students.

VERBAL AND NON-VERBAL CREATIVITY AND TOLERANCE 
 FOR UNCERTAINTY OF PSYCHOLOGICAL STUDENTS

The article contains results of diagnostics of creativity and tolerance to the uncertainty of psycholo-gy students. An analysis of statistically significant differences in creativity (originality and uniqueness) in students with different levels of uncertainty tolerance showed that students with an average level of to-lerance for uncertainty have higher creativity rates than students with a high level of tolerance for uncer-tainty. On the one hand, these students are characterized by a certain ability to perceive new, ambi-guous, unstructured situations, not as a threatening factor, but as a challenge-containing situation, with-out experiencing pronounced negative emotions. On the other hand, these students are characterized by optimal emotional inclusion, increased activation, a desire to overcome uncertainty, as well as a certain, constructive “intolerance” to uncertainty. This contributes to the production of attempts to solve the situ-ation, find a solution to the problem, activates the creative potential of the person.

The Relationships between Problem-Solving, Creativity, and Job Burnout in Iranian Occupational Therapists

Cognitive resources are assumed to have the potential to buffer the negative influence of job demands. In this study, the relationship between burnout, a consequence of job demands, and cognitive resources of problem-solving and creativity was investigated. There were 50 occupational therapists that completed three standardized instruments assessing problem-solving, creativity, and burnout. Using multiple regression analysis and the Independent-Samples t-test to analyze the data, results showed that cognitive resources were inversely associated with burnout [R2 = 0.38, F (4, 45) = 6.94, p < 0.001] and comparison analysis showed significant differences in creativity between males and females (p = 0.04). Significant positive correlations were also found between creativity and working experience whereby higher levels of creativity associated with more working years. Problem-solving and creativity require attention in occupational therapy because they may mitigate against burnout as the consequence of job demands. A possible implication would be the necessity of empowering occupational therapists’ cognitive resources.

Workspace Disorder Does Not Influence Creativity and Executive Functions.

Recent research by Vohs et al. (2013) garnered media attention after reporting that disordered environments increase creativity. The present research was designed to conceptually replicate and extend this finding by exploring the effect of workspace disorder on creativity. Participants were randomly assigned to work at a neatly organized (Order condition) or a messy desk (Disorder condition), where they completed several paper-and-pencil and computerized tasks, including two validated creativity measures (Abbreviated Torrance Test for Adults; ATTA; Goff and Torrance, 2002; Alternative Uses Task; adapted from Guilford, 1967). We also included several executive control measures from the NIH EXAMINER (Kramer, 2011), to explore the role of reduced top-down control in explaining a possible creativity-disorder connection. Independent-samples t-tests failed to replicate any significant difference in creativity between the Order and Disorder conditions. Furthermore, the conditions did not differentially affect executive control. Despite implementing an experimental setup similar to the one in Vohs et al. (2013), including a larger sample size, and adopting multiple measures of the constructs of interest, we did not find any effect of workspace clutter on cognitive performance. At this stage, the relationship between disorder and cognition seems elusive and does not warrant the claims it generated in the popular press.

Expertise in Evaluating Choreographic Creativity: An Online Variation of the Consensual Assessment Technique.

In contemporary dance, experts evaluate creativity in competitions, auditions, and performances, typically through ratings of choreography or improvisation. Audiences also implicitly evaluate choreographic creativity, so dancers’ livelihoods also hinge upon the opinions of non-expert observers. However, some argue that the abstract and often pedestrian nature of contemporary dance confuses non-expert audiences. Therefore, agreement regarding creativity and appreciation amongst experts and non-experts may be low. Finding appropriate methodologies for reliable and real-world creativity evaluation remains the subject of considerable debate within the psychology creativity research field. Although considerably variant in methodological operationalisation, the Consensual Assessment Technique (CAT) asks individuals to use an implicit definition to assess creativity in others’ work. This study aimed to investigate the role of experience and expertise in the evaluation of choreographic creativity, with a secondary aim of testing the feasibility of an online snowballing methodology for large-scale dance-specific research, informed by the methodology of the CAT. We filmed 23 Contemporary Dance students each performing a 3-min peer-choreographed solo and then recruited 850 online evaluators with varying degrees of expertise and experience in dance and creativity. Evaluators viewed at least one randomly selected video and rated creativity, technical ability, appreciation and understanding of the work, each using a seven-point Likert scale. A one-way ANOVA showed a significant difference in creativity ratings across the 23 videos, and creativity correlated significantly with the other variables. We then categorized evaluators on nine aspects of their dance and creative experience and entered the data into a repeated-measures linear mixed model. Two of the fixed effects yielded differences in creativity evaluations: (i) contemporary choreographic experience and (ii) self-reported creative expertise, as did the random effect of the video. The results indicate that personal experience of the choreographic process impacts creativity assessment, above and beyond experience in dance class participation. Implications for creativity assessment within creativity research and practice are discussed.

– Creative ability and its relationship to some demographic and academic variables– Field study among students of the University of Khartoum

The objective of the current study was to detect the relationship between the qualitative differences between the creativity and the age of the student and the age of the parents at birth، family size، birth order، economic and cultural level، loss of parents and their habitat (environment) using the descriptive approach. A total of 953 students، from the first level (males and females) and from the scientific and literary colleges in Khartoum University، Sudan. The results showed no significant differences in creativity، no correlative between the age of the parents and the students' ages in creativity، but there are: - a negative correlative relationship with maternal age at level (0. 01) and a positive correlative relationship with the age of the students at the level (0. 01)، but in both flexibility and fluency، there is a negative correlation relationship statistically significant with the age of students at the level of (0. 01). There is no correlation between the creativity and birth order of the student، creativity and family size، negative correlative relation with family size at (0. 01). The differences in creativity could be attributed to the place of residence at a significant level (0. 01).

The Different Learning Outcomes of High School and College Students on a 3D-Printing STEAM Engineering Design Curriculum

To enable high school students, especially those interested in art and design-related careers, to improve their ability to integrate knowledge of science, technology, engineering, and mathematics (STEM) in their creative design practices and to be familiar with auto manufacturing, the development of a bridging curriculum, known as STEAM (science, technology, engineering, arts, and mathematics) using digital tools such as 3D printers, has been increasingly recognized as emergent and vital. As a bridging curriculum, it is essential to examine the curriculum with respect to high school and college students to highlight the differences in their knowledge and skills for improving curriculum development. Hence, we conducted a teaching experiment using a CO2-car engineering design curriculum in this study to analyze the learning outcomes of four groups of students (three 3D-printing groups: 108 high school students, 12 design college students, and 12 engineering college students; one handmade group: 36 high school students) to assess their competencies. The results of the present study highlight significant differences in creativity, forecast accuracy, race outcomes, and learning outcomes. Suggestions based on the results were generated to improve the curriculum. The findings in this study serve as a reference for the future design, development, and implementation of STEAM curricula.

Creatividad e inteligencias múltiples según el género en alumnado de Educación Primaria

The early years of schooling are considered fundamental for an optimal development of creativity and multiple intelligences in both boys and girls. Using theoretical frameworks that explain both variables, the aim of this study is to analyze the significant differences in creativity and multiple intelligences between First Grade students. The sample consisted of 60 students (boys = 31, girls = 29) aged between 6 and 7 years belonging to a public school in Zaragoza. The instruments used were the Torrance Creative Thinking Test and the questionnaire for teachers to diagnose Multiple Intelligences in Primary. The results showed significant differences in creativity, the girls obtaining higher scores. Regarding multiple intelligences, interpersonal intelligence which that which obtained higher scores in both sexes. Concurrently, musical intelligence scored lowest in boys and girls, being the only one that showed significant differences. These findings are discussed arguing the need for an intervention program that strengthens the development of creativity and musical intelligence in both sexes by way of the other intelligences and teamwork. This can mean cross-curricular learning to optimize student development in a holistic fashion.

ENHANCEMENT OF CREATIVITY THROUGH LOGO PROGRAMMING

This study evaluated the effect of Logo programming in enhancing creativity skills. Eighty five fifth- grade students were assigned to experimental and control groups. A pre-test was administered to assess figur al creativity factors consisting of receptive fluency, flexibility, originality and elaboration. After ei ght weeks of Logo programming learning, the experimental group had significantly higher scores compared to the control group on all figural creativity factors. Th ese results revealed significant differences in cre ativity, especially in flexibility and originality factors. Thus, it is suggestive that Logo programming may provide opportunities for improving student creativity.

Peran Kreativitas Dalam Membentuk Strategi Coping Mahasiswa Ditinjau Dari Tipe Kepribadian Dan Gaya Belajar

Abstract. This study aims to determine the effect of creativity in shaping the student coping strategy mainly by distinguishing personality type (ie based on the type of Dominance, Influence, Steadiness and Complience and differentiate learning styles (ie visual learning style, auditory and kinestesik). Variables consisted of variables depending Strategy coping and three independent variables, namely Creativity, Personality Types and Learning Styles. models are quantitative study with 38 study subjects at the end of the semester students of the Faculty of Psychology, University of Surabaya August 17, 1945. research data retrieval is done by deploying scale two of them made by a team of researchers and one scale using standard scales that have proven validity reliability. regression analysis by ANOVA using SPSS version 20 ( IBM version) shows that creativity plays a role in shaping the individual coping strategies. separately but not learning styles play a role in shaping the coping strategies despite a role in creativity individuals, where the t-test results illustrate that there are significant differences in creativity between the visual and auditory learning styles. opposite, personality type does not affect creativity but affect the individual coping strategies, although the results of the t test shows that only dominance and Steadiness personality and influence by complience which have significant differences in coping strategies.Keywords : Coping Strategies , Creativity , Personality Types , Learning Styles

Peran Kreativitas Dalam Membentuk Strategi Coping Mahasiswa Ditinjau Dari Tipe Kepribadian Dan Gaya Belajar

Abstract. This study aims to determine the effect of creativity in shaping the student coping strategy mainly by distinguishing personality type (ie based on the type of Dominance, Influence, Steadiness and Complience and differentiate learning styles (ie visual learning style, auditory and kinestesik). Variables consisted of variables depending Strategy coping and three independent variables, namely Creativity, Personality Types and Learning Styles. models are quantitative study with 38 study subjects at the end of the semester students of the Faculty of Psychology, University of Surabaya August 17, 1945. research data retrieval is done by deploying scale two of them made by a team of researchers and one scale using standard scales that have proven validity reliability. regression analysis by ANOVA using SPSS version 20 ( IBM version) shows that creativity plays a role in shaping the individual coping strategies. separately but not learning styles play a role in shaping the coping strategies despite a role in creativity individuals, where the t-test results illustrate that there are significant differences in creativity between the visual and auditory learning styles. opposite, personality type does not affect creativity but affect the individual coping strategies, although the results of the t test shows that only dominance and Steadiness personality and influence by complience which have significant differences in coping strategies.Keywords : Coping Strategies , Creativity , Personality Types , Learning Styles

A Correlational and Predictive Study of Creativity and Personality of College Students

The goals of this study were to examine the relationship between creativity and personality, to identify what personality variables better predict creativity, and to determine whether significant differences exist among them in relation to gender. The research was conducted with a sample of 87 students at the Universidad Pública de Navarra, Spain. We administered the Creative Intelligence Test (CREA), which provides a cognitive measure for creativity and the Situational Personality Questionnaire (SPQ), which is composed of 15 personality features. Positive and significant correlations between creativity and independence, cognitive control, and tolerance personality scales were found. Negative and significant correlations between creativity and anxious, dominant, and aggressive personalities were also found. Moreover, four personality variables that positively predicted creativity (efficacy, independence, cognitive control, and integrity-honesty) and another four that negatively predicted creativity (emotional stability, anxiety, dominance, and leadership) were identified. The results did not show significant differences in creativity and personality in relation to gender, except in self-concept and in social adjustment. In conclusion, the results from this study can potentially be used to expand the types of features that support creative personalities.

Teachers’ Creativity in Posing Statistical Problems from Discrete Data

Choosing a quality problem in mathematics is a challenge for many teachers. Teachers cannot rely on textbooks for good problems. They have to be able to pose their own problems in order to promote mathematical thinking among students. This study was conducted to explore the creativity of 175 teachers in terms of fluency, flexibility, and originality in posing statistical problems. Participants consisted of secondary school teachers from twenty schools in Peninsular Malaysia. Teaching experience was ranged from 1 to 33 years. The features of the problems posed by these teachers were also studied. The participants were provided a stimulus, which was a set of ungrouped discrete data, and they were asked to pose as many problems as they could. The posed statistical problems were supposed to promote mathematical thinking and to increase students’ understanding. Findings showed that participants were able to pose a total of 270 (74%) statistical problems within the time given. The mean of the creativity score was 11.08 (s.d. = 6.76). Analysis showed no significant difference in creativity between gender and the value of t = –.346, p = .73, where p > .05. Analysis showed significant differences in the teachers’ creativity scores for three groups of teachers: F (2172) = 6.83, p = .001, p < .05.The results also showed that 115 (31.5%) posed problems focuses on the statistical content measure of central tendency. The study provided expo- sure to the teachers to pose problems that can trigger students’ thinking in solving statistical problems.

간호학 문제중심학습에 기초한 창의성통합교육모형(C-PBL) 개발 및 효과

Purpose: This study aimed at (a) developing an instructional model of creative thinking education on the problem-based learning method (C-PBL) in undergraduate nursing curriculum at one University, and (b) examining its effect on nursing students' level of creativity and outcomes from problem-based learning. Methods: The C-PBL model was implemented on 43 juniors of the experimental group with a 30 hour-nursing class during one semester. The control group, with 54 seniors, received 4 hours of problem based learning training in an adult nursing class. Pre-and post-tests were done with the Torrance Tests of Creative Thinking for creative thinking ability, the Integrated Creativity Instrument for creative motivation and attitudes, the Problem Solving Competency questionnaire, and the Self-Directed Learning Instrument. Results: The C-PBL model was developed using a caring situation scenario to solve nursing problems with 3 training steps of 'encountering a patient in a caring situation', 'exploring nursing knowledge', and 'designing creative caring beyond given knowledge'. Between the experimental group and the control group, there were significant differences in creativity (p<.010), problem-solving ability (p<.010), and self-directed ability (p<.010). Conclusion: This C-PBL method could contribute in increasing creative competency as well as problem-solving ability for nursing students.