Torrance Tests Of Creative Thinking Research Articles

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.

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.

The Association between Working Memory and Divergent Thinking: The Moderating Role of Formal Musical Background.

Divergent thinking (DT) is widely considered an essential cognitive dimension of creativity, which involves goal-oriented processes, including working memory (WM), which allows for retrieving and loading of information into the attentional stream and, consequently, enhancing divergence of thinking. Despite the critical role of WM in DT, little work has been done on the mechanism affecting this interplay. The current study addressed the involvement of a formal musical background in the relationship between WM and DT and was conducted with 83 healthy young adults (M = 19.64 years; SD = 0.52 years; 33 females). The participants were requested to indicate if they had a formal background in music in the conservatory (M = 4.78 years; SD = 5.50 years) as well as perform the digit span forward test (DSFT) and the alternative uses task-AUT from the Torrance test of creative thinking (TTCT). The results indicated that years of formal musical background moderated the association between WM and DT. These findings suggest that music enhances the positive effect of high-order cognitive processes, such as WM, on the ability to think divergently. Theoretical and practical implications as well as limitations were discussed.

Effectiveness of Storytelling Therapy on Creativity and Emotional Intelligence in Children with Separation Anxiety Disorder

Objective: This study aimed to evaluate the effectiveness of storytelling therapy on creativity and emotional intelligence in children with separation anxiety disorder. Methods and Materials: The present research is a quasi-experimental study with a pre-test, post-test design with a control group. The population of this study included all children aged 5 to 7 years old suffering from separation anxiety disorder, who attended clinical psychiatric centers in Tehran in the year 2023. The sample consisted of 30 subjects selected through convenience sampling and were randomly divided into two groups (15 in the experimental group and 15 in the control group), but the control group remained on a waiting list for treatment. Before and after ten treatment sessions, all participants were assessed with the Torrance Creativity Test (Torrance, 1979) and the Emotional Intelligence Scale (Mavroveli et al., 2008). Additionally, participants received a psychiatric diagnosis regarding the disorder in question. Data analysis obtained from the administration of questionnaires was performed using SPSS software in two parts: descriptive and inferential (covariance). Findings: The results of the covariance analysis showed that storytelling therapy improves creativity and emotional intelligence in children with separation anxiety disorder at the post-test stage. Conclusion: Therefore, it can be inferred from the findings that storytelling therapy can be effective in enhancing the creativity and emotional intelligence of children.

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.

STEM-Based Curriculum and Creative Thinking in High School Students

Creative thinking as a 21st century skill is fundamental to human development and a catalyst for innovation. Researchers frequently study it as it encourages students to analyze, synthesize, and evaluate information from different angles, vital for making informed decisions and solving complex problems. Therefore, this study aimed to assess the impact of a STEM-based curriculum on the development of creative thinking in high school students studying physics. Employing a quasi-experimental design, data were collected from 94 high school students of mixed gender and grade levels using the Torrance Tests of Creative Thinking (TTCT). Data analyses involve multivariance analyses (MANOVA) to answer the research questions. The findings showed that a STEM-based curriculum significantly impacted the development of students’ creative thinking compared to students who studied under a traditional curriculum regarding the metrics of fluency, flexibility, and originality. However, the development of participants’ metric of elaboration remained the same. Furthermore, the findings showed a significant influence of the grade level of participants who studied under a STEM-based curriculum on the metrics of fluency and elaboration. On the other hand, the findings revealed that grade level did not relate to the STEM-based curriculum for the metrics of flexibility and originality. The findings are discussed in light of recent research on the impact of STEM education.

The Effect of Using Critical Reading in 5th Grade Science on Students’ Academic Achievement, Science Performance and Creativity

This study examined the effect of using critical reading in scientific texts on students’ academic achievement, science performance level and creativity. The study was conducted with 5th grade students in Ereğli, Zonguldak during the 2017-2018 academic year.  The study group consisted of a total of 34 students, 17 in the experimental group and 17 in the control group. Activities based on critical reading were carried out with the experimental group, whereas traditional activities from the 5th grade science curriculum were employed with the control group. The “Multiple Choice Academic Achievement Test”, the “Science Performance Level Test” and the “Torrance Test of Creative Thinking” were administered to both groups as a pre-test prior to the study and as a post-test once the study was completed. The data were analyzed with the dependent and independent samples t-Test using the SPSS package program. The study results revealed a significant difference in science performance level and creativity between the experimental and control groups favoring the experimental group. However, there was no significant difference in academic achievement between the experimental and control groups. Critical reading practices can be used in science lessons to improve students’ high-level skills, and critical reading activities can be developed alongside scientific texts for multiple grade levels.

A Study to Evaluate the Effectiveness of Art Creativity in China: Torrance Test Creative Thinking

Torrance Tests of Creative Thinking is an important method for testing creativity in education. It was developed in 1966 and has gone through five revisions. It has become a highly reliable and widely used important measure of creativity. With society's development, students' creativity has received widespread attention. Educators are also very interested in the creativity of university students. Nevertheless, in the teaching process, it is found that the creativity of university students' works is not high, especially for university students majoring in animation; if there is no creativity, there will be a lack of good work. The study adopts qualitative research by interviewing 12 Chinese university teachers on their experience of using TTCT-Figural. Furthermore, special interviews on its sub-item functions, usage methods, and applicability are also conducted. The MAXQDA software will summarize the data. Thus, the results show that TTCT-Figural has high applicability and practical significance to measure and evaluate university students' artistic creativity. At the same time, it also provides valuable experience for further improving university students' artistic creativity in animation courses.

Examining the relationship between teachers’ creativity and students’ critical thinking in the context of EFL learning in Iran

The present study aimed to investigate the possible relationship between teachers’ creativity and students’ critical thinking among intermediate English as a foreign language learner in Iran. The study involved 100 university students majoring in English translation and teaching English as a foreign language and three of their teachers. The researchers recruited participants randomly and used two instruments, Honey’s critical thinking questionnaire, and Torrance Test of Creative Thinking (TTCT) to collect data. The findings revealed that there was a moderate positive correlation between teachers’ creativity and students’ critical thinking, indicating that teachers who are more creative tend to promote critical thinking skills in their students. The study has several pedagogical implications, including classroom instruction for enhancing critical thinking skills among students. Moreover, the study highlights the importance of promoting creativity among English language teachers to facilitate critical thinking skills in their students. This can be done through teacher training programs that emphasize creativity and critical thinking. Additionally, the study suggests that creating a classroom environment that encourages creativity and critical thinking could lead to expected effective learning for students. In conclusion, this study adds to the existing literature on the relationship between creativity and critical thinking and provides insights for English language teaching in Iran.

The Relationship Between Intelligence and Creativity Within the Threshold Theory Among Gifted and Bright Secondary School Students in Turkey

This study examines the relationship between the intelligence and creativity scores of gifted and bright students according to the Threshold Theory.1155 students participated in the study. Students are at the secondary school level. There are seven different regions in Turkey. The sample consists of participants from the largest provinces of the regions. The Wisc-R intelligence test and Torrance Creative Thinking Test (TTCT) were used. Data were collected over a decade between 2012 and 2022. The obtained data were tested according to the Threshold Theory. The relationship between intelligence and creativity was studied based on different intelligence score ranges. A significant relationship was found between the intelligence and creativity scores of the bright students. It was determined that there is a positive and significant ( r = .725, p < .001) correlation between intelligence and creativity scores of children ( n = 432) with bright intelligence (120–129). In the findings obtained, no significant correlation was found between giftedness and creativity scores of the gifted and profoundly gifted students. No significant correlation was found between intelligence and creativity scores ( r = .051, p > .05) of gifted children ( n = 581). No significant correlation was found between intelligence and creativity scores ( r = .062, p > .05) of children ( n = 142) with profoundly gifted intelligence (146–160). The result of this study confirmed the Threshold Theory.

The Use of Creative Projects for the Enhancement of Primary School Students' Learning Motivation

This study aimed to investigate the impact of the creative projects method on the motivation of primary school students. The research employed a combination of semi-structured interviews and surveys, utilizing the Torrance Tests of Creative Thinking (TTCT)and the Motivated Strategies for Learning Questionnaire (MSLQ). Data analysis included mathematical techniques, Pearson's test, Cohen's kappa, and Cronbach's alpha coefficients. Results revealed that nearly half of the teachers surveyed did not employ thecreative projects method in primary school, citing concerns about students' readiness. However, teachers utilizing this approach reported positive effects on students' cognitive engagement in the classroom. The study confirmed that the creative projects method led to increased levels of creativity and heightened learning motivation among primary school students. Notably, there was an average academic performance improvement of 6% observed among third-grade pupils over a six-month period. Consequently, the creative projects method significantly enhances student activity, fosters creativity, stimulates motivation, and improves academic success. Future research should expand on the influence of this method on motivation across all educational grade levels.

Creative thinking in students of mathematics in universities and its relationship with some variables

Introduction. Understanding the level of creative thinking among university mathematics students is important for problem-solving and innovation. Findings can inform teaching methods and curricula to promote creative thinking. Exploring the relationship between creative thinking and variables like gender and academic achievement provides valuable insights. Developing creative thinking skills among university students is beneficial for their academic and professional pursuits. Aim. The present study aims to explore the presence of creative thinking skills in university students and how these skills differ based on gender, academic level, and academic achievement. Additionally, the study investigates the predictive ability of creative thinking skills on students' academic achievement. Study participants and methods. The sample comprised 166 undergraduate students at Al-Balqa Applied University (Jordan). The Torrance Test of Creative Thinking (TTCT) was employed to assess different dimensions of creative thinking, including fluency, flexibility, originality, and elaboration. The psychometric properties of the test were also examined. Descriptive statistics (mean and standard deviation) were used to analyze creative thinking levels. The study hinted at the potential use of inferential statistics like t-tests or ANOVA to examine group differences. Multiple regression analysis explored the relationship between creative thinking constituents and academic achievement, reporting significant findings using unstandardized coefficients (B), standard errors (SE), standardized coefficients (β), t-test statistics (t), and p-values (p). The results. The study findings reveal that mean TTCT scores increase with higher university levels: 57.00 (2nd year), 59.00 (3rd year), and 61.00 (4th year). Female students exhibit slightly higher creative thinking scores (mean TTCT score = 60) compared to males (mean TTCT score = 58). Academic achievement is positively associated with creative thinking, with mean TTCT scores of 48 (low achievement), 58 (medium achievement), and 68 (high achievement). Multiple regression analysis confirms the significant predictive ability of all four creative thinking constituents, with originality (β = 0.40) having the strongest impact, followed by fluency (β = 0.35), flexibility (β = 0.25), and elaboration (β = 0.15). Conclusions. Creative thinking levels among mathematics students at Al-Balqa Applied University increased with academic progression. Female students had slightly higher scores, and higher academic achievement correlated with higher creative thinking. All four creative thinking constituents positively predicted academic achievement in mathematics.

Examining the relationship between creativity and resilience in predicting nurses' job satisfaction during the Covid-19 pandemic

Objective: Unemployment is recognized as a fundamental problem in the society, especially among the graduates of the country's educational system. The aim of this research is to identify the factors preventing graduates from creating employment. Thus, this research aimed to explain the relationship between creativity and resilience in predicting nurses' job satisfaction during the coronavirus epidemic. Method: The statistical population comprises nurses living in Tabriz city. The sample was selected according to available sampling and 228 people were counted using Cochran's formula. Ahvaz Hardiness Scale (1998), Torrance Tests of Creative Thinking (1966) and Brayfield and Roth Job Satisfaction Scale (1951) where used to collect data. The data were analyzed using univariate and multivariate regression model. Results: The t-value for the fluidity, flexibility, originality, elaboration, and resilience, score is significant, (p<0.01) indicating the meaningful direct effect with Beta values of 0.322, 0.359, 0.511, 0.318, and -0.365, respectively. Conclusion: Creativity is associated with job satisfaction, and creativity development is a good predictor of job satisfaction, however, such a relationship is reversed for resilience, and resilience is a poor predictor of job satisfaction.

The originality of machines: AI takes the Torrance Test

This exploratory research investigated the creative abilities of OpenAI's large language model, ChatGPT, based on the GPT-4 architecture, as assessed by the Torrance Tests of Creative Thinking. In comparison to human samples and a national percentile from Scholastic Testing Services, ChatGPT's performance was analyzed for fluency, flexibility, and originality. Results indicated that ChatGPT scored within the top 1% for originality and fluency, and showed high scores for flexibility, thus highlighting the current creative abilities of AI and the potential of AI systems to support and augment human creativity in new and meaningful ways. The study encourages additional research to further define, measure, and develop creativity in the era of advanced AI.