Torrance Tests Of Creative Thinking Research Articles

Enhancing Gifted Students' Creative Thinking Through Science Laboratory

ABSTRACTThe aim of this study was to examine the impact of the Predict‐Explain‐Observe‐Discuss‐Explain (PEODE)‐based laboratory on enhancing the verbal and figural creativity of gifted students. The quasi‐experimental research design utilised a pre‐ and post‐test approach with a non‐equivalent control group, consisting of 60 sixth‐grade gifted students. The participants were randomly assigned into two groups: the experimental group (EG; n = 30) and the control group (CG; n = 30). During the study, the control group underwent traditional laboratory tasks, whereas the experimental group participated in PEODE‐based laboratory tasks. Both groups engaged in laboratory work for a total of 16 h. Data were collected using the Torrance Test of Creative Thinking (TTCT) scale, and statistical analysis methods were applied. The results revealed significant differences in favour of the EG regarding both verbal and figural creativity. These findings suggest that the PEODE‐based laboratory approach can effectively enhance the creative abilities of gifted students.

Creating my own story: Improving children’s creative thinking and composition creativity through a three-staged individual-group-individual story writing framework

Previous research primarily used creative writing in secondary and undergraduate courses, while practical writing models in primary school merit development. Based on the scaffolding theory, a three-staged Individual-Group-Individual (IGI) storywriting model was developed to cultivate 27 fifth graders’ (11–12 years old) creative thinking and composition creativity in the 14-week course. A mixed-methods approach was conducted, in which the Torrance Test of Creative Thinking, the Composition Creativity Scale, and focus group interviews were employed. The quantitative results indicated that the students significantly improved creativity and composition creativity. The qualitative findings supported these results, highlighting increased incubation time, peer exchange, concept visualisation, the value of scaffolding, and individual portfolios. The three-staged IGI model has been indicated as an effective approach that future studies and educational practices can use.

Interactive art: fueling creative development

The aim of the research is to analyse the impact of interactive art projects on the development of creative abilities of future artists and musicians. The research employed testing methods (Torrance Tests of Creative Thinking (TTCT), Creative Skills Assessment, Divergent Thinking Test). The reliability of the methods was tested by using Cronbach’s alpha. The results were tested using standard statistical methods, namely chi-square, mean deviation, t-test. The experimental group (EG) demonstrated statistically significant better idea generation (p = 0.04, d = 0.23) and flexibility (p = 0.02, d = 0.43) compared to the control group (CG). The study found a statistically significant difference between the EG and the CG on some measures of creativity and divergent thinking. The EG demonstrated better idea generation and flexibility compared to the CG. The obtained results confirm the research hypothesis and testify to the positive impact of virtual art projects on the students’ creative development. Studies with larger numbers of participants and better control for extraneous factors are needed to definitively confirm and better understand the reasons for these discrepancies.

How Does Comprehensive Art Education Facilitate Children’s Creativity? A Mixed-Methods Study in China

ABSTRACT Research Findings: Comprehensive art education (CAE) can be an effective way to develop children’s creativity development. However, little is known about how CAE is implemented in kindergarten classrooms in China. The purpose of this study was to explore the effectiveness of CAE activity implementation. To assess the effectiveness of CAE in terms of early childhood creativity, 64 children in a Chinese kindergarten were assigned to experimental (n=32; 15 boys and 17 girls) and control (n=32; 15 boys and 17 girls) groups. The complete CAE intervention program, including teacher training and CAE activities, lasted for 11 months. Both groups of children took the Torrance Tests of Creative Thinking (TTCT) pretest and posttest to assess their creativity. The findings showed that the experimental group had significantly higher TTCT scores than the control group. In addition, interviews with five teachers echoed the test results and raised the need for related teacher training. Practice or Policy: Results indicated a clear connection between the CAE activities and the enhancement of the children’s creative thinking abilities. These findings suggest that CAE nurtures children’s creativity and should form an essential component of early childhood and teacher education curricula.

The effectiveness of improvisation in the development of creative thinking in dance education / La eficacia de la improvisación en el desarrollo del pensamiento creativo en la enseñanza y aprendizaje de la danza

This paper investigates the effectiveness of improvisation in creative thinking development in dance education. The study used the experimental method, which implies conducting a survey and identifying the level of creative thinking development. The following methods were used to study the level of creativity: the Reisman Diagnostic Assessment of Creativity method, Assessment of the creative potential of an individual, The Torrance Tests of Creative Thinking (TTCT). The study was conducted at the School of Music and Dance at Hunan First Normal University. A total of 561 students participated in the study. The findings show there is a statistically significant ( p < .05) difference between the students’ self-assessment of creativity and their level of creativity, instructors’ selected expertise, knowledge level, professional competencies and skills as the primary criteria. The results of the pre-test and post-test show that the indicators of the high level increased from 51% to 61%, and the average level from 27% to 34%. Low-level indicators, on the contrary, decreased from 12% to 5%.

The Role of Drama Participation in the Development of Creative Imagination Capabilities

In an era where creativity drives innovation and problem-solving, creating imaginative skills is more crucial than ever. Drama, a dynamic art form involving role-play and improvisation, offers a unique opportunity to support creative imagination. However, the specific impact of drama on enhancing imaginative capabilities has not been extensively explored. This research explores the transformative potential of drama participation on creative imagination. It seeks to uncover how involvement in drama activities can dynamically enhance creative thinking and problem-solving skills. While drama is often used to foster creativity, there is a lack of clear evidence demonstrating how and to what extent drama participation affects creative imagination capabilities. The study involved 120 middle school students (ages 11-14), split into experimental (drama program) and control groups. Pre- and post-tests, such as the Torrance Tests of Creative Thinking (TTCT) measure, were utilised to evaluate the level of creativity. Chi-square tests, independent sample t-tests, and paired sample t-tests were among the statistical analyses used. The study revealed significant improvements in creativity for students participating in the drama program. Specifically, 7th graders showed the most significant increase in creativity scores, indicating a substantial effect. Engaging in drama activities can be a valuable strategy for enhancing creativity and should be considered in educational and developmental programs. Further research could explore long-term effects and the impact on different age groups.

Development of a Choreography-Based Learning Model Focused on Independent Learning

This study aims to develop a choreography-based learning model focused on independent learning to enhance students' creativity. The learning model is designed to provide students with the freedom to explore their own dance ideas and concepts with minimal intervention from instructors. The research employs a Research and Development (R&D) method with a mixed-methods approach, combining both qualitative and quantitative methods. The model development process involves several stages, including needs analysis, model design, validity testing, model revision, and implementation. The research findings indicate that this learning model is effective in enhancing students' creativity. Creativity measurement is conducted using the Torrance Creativity Test, which reveals a significant increase in creativity scores among students who use this model compared to the control group. Furthermore, feedback from students and instructors suggests that this model can increase student motivation and engagement in the learning process. It is hoped that these findings will contribute positively to the development of learning methods in the field of dance and can be adapted for other disciplines that require creative approaches in their learning processes.

The influence of thinking styles and gender on students' creative thinking abilities in physical education

Background: Modern developments require Generation Z to be able to face future challenges that cannot be predicted. Research Objectives: The purpose of this study is to investigate how thinking styles and gender can develop creative thinking skills in students when learning physical education and also to investigate the interaction between thinking style and gender on creative thinking skills. Methods: This study used a non-experimental design. Thinking style is measured by learning and thinking style tests (SOLAT), and creative thinking skills are measured by the Torrance Test of Creative Thinking (TTCT), which consists of four indicators: fluency, flexibility, originality, and elaboration. The sampling technique in this study was cluster random sampling. The random process is carried out in two stages: the first is random selection by randomly selecting, and the second is the second is random assignment. The sample for this research was 68, consisting of 33 men and 35 women. Meanwhile, the analysis was done by looking at n-gain and continuing with the ANOVA test. Findings/Results: The results of this study indicate that thinking styles and gender significantly impact students' creative thinking ability, and there is also an interaction between thinking styles and types that significantly affects students' creative thinking ability. The analysis of the data obtained found a significant relationship between gender and students' creative thinking skills in physical education. Conclusion: Male students have better creative thinking skills than female students because they tend to use the right brain to develop their thinking skills. In developing creative thinking skills, grouping based on gender is necessary. Future research needs to be conducted by considering the right learning model for developing creative thinking skills during physical education learning.

Effects of educational technology intervention on creative thinking in educational settings: a meta-analysis

Purpose This study aims to meta-analytically investigate the impact of educational technology interventions on the development of creative thinking in educational settings. In recent years, the debate among researchers has persisted regarding the impact of various educational technologies, including interactive learning environments, digital instruction and platforms, and educational games and robotics, on students' creative thinking in diverse educational settings due to inconsistent findings. Design/methodology/approach This study, conducting a meta-analysis by synthesizing 35 relevant empirical studies with 2,776 participants, aims to investigate the association between educational technology interventions and the Torrance Tests of Creative Thinking (TTCT) and its subscales (fluency, flexibility, originality and elaboration). Findings No evident publication bias was found. From a general perspective, the results demonstrate a moderate level of influence of educational technology on the overall TTCT scale, with high heterogeneity attributed to the adopted instruments, mixed methods and target outcomes. Additionally, the results indicate that only three of the TTCT subscales (fluency, flexibility and originality) are influenced by educational technologies. Among the interventions, interactive learning environments yielded medium to the largest mean effect size. Furthermore, moderator analyses suggest that the effects of interventions on two subscales of TTCT (flexibility and originality) are moderated by school types, research design and the duration of intervention. The conclusion drawn is that interventions promoting students' creative thinking in different educational settings are efficacious. Originality/value Despite the low homogeneity of the results, which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.

Exploring the Relationship Between Creativity and Narrative Writing Proficiency of Pakistani Undergraduate ESL Learners

The study aimed to explore the relationship between creativity and narrative writing proficiency level among ESL undergraduate learners of a public sector university in central Punjab, Pakistan. The study adopted a version of Torrance Test of Creative Thinking (TTCT) as a framework. TTCT and IELTS written test rubrics were utilized for analyzing the data of 30 participants. The primary objective of the study was to measure the level of creativity exhibited in the narrative writing and its relationship with English proficiency. A significant positive relationship (r = .84) was found between creativity and narrative writing proficiency using Pearson’s correlation coefficient. The results showed that the students who demonstrated higher level of creativity also exhibited stronger writing proficiency levels. To compare the results, a paired sample t-test was used to confirm, and it was found that there was a significant difference between the scores of writing test and creativity. The effect of gender was also investigated, and females outperformed male participants. The study emphasized the importance of fostering creativity in narrative writing instructions to improve writing abilities among ESL learners. The study suggested that educators and institutions should integrate creative writing exercises and techniques into language instructions, acknowledging the potential advantages of increasing students’ imaginative abilities to improve their language proficiency.

Developmental trajectories of creativity during early adolescence in a Japanese sample: Links to perceived parental autonomy support and psychological control

This study aimed to determine the developmental trajectories of creativity during early adolescence and identify parental factors that predict the differences between these developmental trajectories. We examined the development of creativity in early adolescence using a group-based trajectory modeling. Data were collected from seventh-grade Japanese junior high school students. In this prospective longitudinal study, participants’ creativity was assessed using the verbal Torrance Tests of Creative Thinking at three time points (every six months). They also reported on perceived parental autonomy support and psychological control at the first phase of the study. Results of the analysis (N = 331) suggested that the developmental trajectories of creativity during early adolescence could be classified into three groups: low, moderate, and high. In addition, multinomial regression analyses (N = 293) showed that adolescents with higher perceived autonomy support or lower perceived psychological control were more likely to be grouped into the moderate-creativity group compared to the low-creativity group. These findings provide insights into the relationship between creativity in early adolescence and parental attitudes from the perspective of heterogeneous developmental trajectories.

Creativity profile of biology teacher candidates: An exploratory study

Abstract: Creativity is one of the important skills that teachers must have today. Creativity can be defined as the human ability to generate new and valuable ideas. In addition, creativity is considered as a basic competency that needs to be possessed by students in higher education. The purpose of this study was to determine the creativity of prospective biology teachers and its relationship with students' knowledge mastery. For this purpose, a descriptive and correlational study was conducted on 13 biology pre-service students. The instrument used in this study was the Torrance creativity test based on 4 creativity indicators: fluency, flexibility, originality and elaboration. Descriptive and correlational analyses were conducted to identify students' creativity profiles and the relationship between students' creativity and their knowledge mastery. The results showed that there were three types of creativity owned by prospective biology teacher students, namely students with low (38.46%), medium (38.46%) and high (23, 07%) levels of creativity. The correlation test results show that concept mastery correlates with student creativity (r=0.3). The conclusion of this study is that prospective biology teacher students have different creativity, and there is a correlation between students' concept mastery and their creativity level so that there needs to be an effort from lecturers by designing learning strategies that can increase student creativity and concept mastery.

Comparison of Tiktok Application Users Between the Implementation of Creativity and Addictive Behavior

TikTok application users have now reached all levels of society, especially teenagers who use the TikTok application as a medium to express themselves. Teenagers who access TikTok are considered to have the opportunity to use creative abilities in creating content on TikTok, but the Tiktok application, in fact, will also have a bad impact on individuals, especially teenagers who are still very unstable. Tiktok can have a negative impact where it makes its users more and more addicted every day. This study aims to understand and analyze the implementation of creativity and addictive behavior of TikTok users. Implementation using Torrance Test of Creative Thinking (TTCT) and addictive behavior using Bergen Social Media Addiction Scale. There are four aspects of creativity, namely fluency, flexibility, elaboration, and originality. While addictive behavior there are aspects of importance, tolerance, mood swings, withdrawal and relapse. The method used is quantitative descriptive, to find out more between creativity and addiction that TikTok users use. Based on the findings, 85% were able to implement their creativity on the TikTok application with the biggest aspect lying in the flexibility in utilizing the ability to identify problems or provide solutions to their problems by utilizing the features and visualizations available on TikTok. As for addictive behavior, it was found that 75% of addictive behavior existed, with the largest dimension in mood swings, this is because TikTokers are looking for fun and entertainment to forget for a moment about the problem.

Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students

Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner's Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students' academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners' creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.

Impact of Out-of-School Educational Environments on the Creative and Spatial Thinking Skills of Gifted Students

The importance of educating gifted children is steadily increasing. The education of these pupils, who are seen as future of the societies, should be encounter to meet their needs. Our study aims to provide the desired learning oucomes without getting bored in fun environments with activities that will attract the attention and increase the motivation of gifted pupils in different locations outside the school. Additionally, it was studied whether there were differences about their creative and spatial thinking abilities with the activities prepared for this education. Our study was conducted using the ‘Pre-Test and Post-Test Experimental Design with Control Group’. Our sample involves experimental group of 21 pupils and control group of 21 pupils in the 6th grade studying at Konya Science and Art Center. The lesson plan of 8-week (32 hours) about museum-based art education was prepared and implemented for experimental group for 4 hours in a week. The control group was trained based on the National Education curriculum. The “Torrance Creativity Test” to decide creativity abilities and the “Mental Rotation Test and Paper Folding Test” to decide spatial thinking abilities were appealed before and after the experimental process for the experimental group, before and after curriculum works for the control group. The comparative effects of the discrepancies between the post-test and the pre-test results were examined to determine whether or not the program applied was effective in the development of students with the collected data. In our study, it was observed that museum visits and activities prepared by enriching the creative and spatial thinking abilities of gifted students were effective in improving students’ creative and spatial thinking abilities. When the experimental group students had fun with museum visits and activities, they concretized objects and reached the application area by seeing and touching. It was observed that the creativity abilities and spatial thinking abilities of the control group pupils could not be developed with classical educational plans.

The creative abilities of preservice world language educators

AbstractA creative approach to teaching can factor into a long‐lasting professional career and has the potential to attract passionate newcomers to the field of education. When creativity is valued, teachers can use these abilities to meaningfully design instruction, to create a vibrant learning environment, and to support student self‐confidence. For these reasons, this study used the Torrance Tests of Creative Thinking as well as interview data to examine creative profiles within teacher education. Using a checklist of 13 possible creative strengths, world language (n = 32) criterion‐referenced scores indicated distinct creative abilities among participants. Findings resulted in six domain‐specific creative abilities: depicting movement or action, extending or breaking boundaries, storytelling articulation, emotional expressiveness, humor, and expressiveness of titles, as prominent strengths of preservice language educators. In this study, creativity is explored as a transformative factor with potential for teacher retention and recruitment.

Development of creative skills of future specialists in higher polytechnic colleges of the People's Republic of China

A modern educational environment demands technical students to have well-developed creative skills. The study emphasizes the relevance of developing and implementing an educational programme aimed at fostering the creative abilities of students in technical disciplines within higher polytechnic colleges in the People's Republic of China (PRC). The scholars applied a randomized method for the experimental and control groups. The research sample consisted of 212 students enrolled in the Department [BLINDED], [BLINDED] College (Pingdingshan, China). Before the experiment, all participants had an inadequate level of verbal and non-verbal creativity skills. The experimental group followed a six-month creativity training once a week, while the control group learned the standard curriculum. The scholars used the Torrance Tests of Creative Thinking to assess the creative skills of students. The results revealed a statistically significant increase in the average creativity scores among students who completed the training. These results highlight the importance of developing creative skills in future engineers and technical professionals in China and confirm the effectiveness of the proposed training. The practical application of this training approach helps educators improve the quality of education and train highly qualified specialists in technical industries.

What Happens After Nomination? Evaluating the Probability of Gifted Identification With the Torrance Test of Creative Thinking

The Torrance Test of Creative Thinking (TTCT) is the most widely used norm-referenced creativity test used in gifted identification. Although commonly used for identifying talent, little is known about how creativity tests, like the TTCT-Figural, contribute to the probability of being identified as gifted especially with underrepresented populations. Using nominated students ( n = 1,191) from a diverse midsized urban school district, this study examined the differential predictive validity among student demographics (i.e., race/ethnicity, free/reduced price lunch status, English learning status, sex) and the TTCT-Figural to the probability of being identified as gifted. Results of a multilevel hierarchical generalized linear regression indicated underrepresented groups showed no difference in the probability of being identified after controlling for cognitive ability and academic achievement; the same was true when the TTCT-Figural was included within the model. The inclusion of the TTCT-Figural does contribute to the probability of identification; however, the disproportionality of underrepresented student groups remains in this school district. Gifted administrators looking to enhance equity may not find the solution with the mere inclusion of a creativity assessment. Implications for practice and future directions are discussed.

Impact of Problem Based Learning-Blended Learning on Students’ Creativity and Learning Interest

The research aims to find out whether there is an increase in creative thinking and interest in learning Biology using the Problem Based Learning model based on Blended Learning (PBL-BL). This type of research is Quasi Experimental with a None Equivalent (Pretest and Posttest) Control Group Design. The population was 116 students in class XI MIPA SMA Negeri 4 Bengkulu City, three sample classes, two experimental classes and one control class. The data collection method uses the Torrance creative thinking test and questionnaires to measure students' interest in learning Biology. Data were analyzed using the One Way Anova test. The results of the research show that there is an increase in students' creative thinking power and interest in learning by implementing the Problem Based Learning model based on Blended Learning (PBL-BL) in Biology learning.

Compound factors of students’ cognitive information processing

The article presents the results of an empirical study of the intellectual and creative abilities and cognitive-activity style of students through factor analysis. First of all, we made a review of scientific works relating to intellectual and creative abilities, cognitive style, cognitive-activity style, and general learning styles. During the study, the following psychodiagnostic methods were remotely conducted to determine the intellectual and creative abilities and cognitive-activity style of 80 students of Almaty universities aged 18–22 years: “Structure of Intelligence” by R. Amthauer, “Diagnostics of Personal Creativity” by E.E. Tunic, Torrance Creativity Test and L. Rebecca’s “Identification of Cognitive Activity Style”. Factor analysis (Varimax rotation) in the SPSS program was used to determine the dimensions at the intersection of these variables. As a result, a total of 29 scales were collected into the following 8 component scales and received the following names: “cognitive-activity style”, “systemic thinking”, “intuitive ingenuity”, “persistence”, “verbal intelligence and combinatorial thinking”, “innovation”, “concentration of attention”, “systematic imagination”. These scale components were described according to their structure. The results of the study can be used by researchers in the field of educational psychology, school teachers, and university professors to determine the characteristics of students receiving and processing cognitive information.