Efficacy of teaching creative thinking skills: A comparison of multiple creativity assessments
- UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
- Elena Karpova, Putman & Hayes Distinguished Professor (Creator)
- Institution
- The University of North Carolina at Greensboro (UNCG )
- Web Site: http://library.uncg.edu/
Abstract: The purpose of this study was tri-fold: (1) to evaluate the efficacy of a creative thinking course using three different assessments; (2) to analyze changes in creativity as a result of the training for individual participants; and (3) to investigate reasons for individual decreases in creativity after the training. Data was collected at the beginning and the end of a creative thinking course at a large land-grant Midwestern university. After the course, students had the most significant increase in belief in their own creative abilities, followed by an increase in attitude toward risk-taking, and creative thinking evaluated by experts. While as a group, participants had significantly increased their creative abilities, several of them demonstrated a decrease in creative abilities after the course. A statistical phenomenon, regression to the mean, was employed to explain why some participants demonstrated lower creative thinking after completing the course.
Efficacy of teaching creative thinking skills: A comparison of multiple creativity assessments
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Created on 7/20/2021
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Additional Information
- Publication
- Thinking Skills and Creativity Journal, 24, 118-126
- Language: English
- Date: 2017
- Keywords
- Creative thinking, Training, Risk taking, Regression to the mean, Torrance Test of Creative Thinking