阅读障碍学生创造力特征的研究

本研究采用问卷测量的方法,对76名阅读障碍学生的创造力特征以及教师对其创造力评价的客观性进行了研究,结果表明:(1)阅读障碍学生的创造力总分与正常学生并无显著差异,但阅读障碍学生创造力的独特性和抽象性成绩显著优于正常学生。(2)对阅读障碍学生而言,流畅性、精细性和创造力总分存在性别差异;创造力总分亦存在年级差异;独特性与创造力总分在年级与性别因素上均存在交互作用。(3)不同学科教师对正常学生的创造力评价显著高于阅读障碍学生,他们对正常学生的创造力评价基本客观,对阅读障碍学生创造力的评价则与测验成绩呈显著负相关。     

A Beautiful Mind

It is often difficult to discern the line between creativity and madness. This presents a particular hazard for the analyst, whose failure to recognize real potential can result in undermining the individual's developmental strivings. This dilemma is explored through a case illustration of a woman whose creativity was undermined by a lack of recognition. To vivify the dilemma, the author invites the reader to look through her eyes into the lens offered by the film A Beautiful Mind, which portrays the struggles of Nobel Prize-winning mathematician John Nash to maintain his sanity while also testing the limits of his mind and imagination. These illustrations encourage us to consider the dilemma of the gifted individual when excessive tension arises between absorption in one's medium versus needs for recognition.     

THE EFFECTIVENESS OF REINFORCEMENT AND PRACTICE FOR ENHANCING THE CREATIVE WRITING OF ELEMENTARY SCHOOL CHILDREN1

Reinforcement (team points) and practice were applied to the written work of 16 fifth graders on three operationally defined components of creative writing, fluency, flexibility, and originality.4 These three components were assessed via five response measures. Fluency was defined as the number of different ideas each student listed in an idea list prepared prior to writing an essay. Flexibility was measured in two ways, idea list flexibility and story flexibility. Idea list flexibility was defined as the number of different kinds of ideas which appeared in each day's list whereas story flexibility was defined as the number of different approaches to the topic that the child used in the story itself. Originality was also measured in two ways, idea list originality and story originality. Idea list originality was defined by the statistical infrequency of ideas in the children's lists of ideas. Story originality was determined by blind, subjective ratings of stories conducted by independent raters. All of the measures of creative responding were demonstrated to be under experimental control. The procedures also raised students' scores on Torrance's Tests of Thinking Creatively With Words on three variables, fluency, flexibility, and originality. Adoption for classroom use seems straightforward.     

Orientation Toward Intrinsic Motivation Mediates the Relationship Between Metacognition and Creativity

Metacognition and motivation are considered key facets of self-regulation in various contexts. Recent studies identified a link between metacognition and creative performance, with metacognitively aware students performing more creatively and exhibiting higher levels of intrinsic and identified extrinsic motivation. The present study aims to examine the relationship between metacognition, orientation toward intrinsic or extrinsic motivation, and creative performance. One hundred nineteen university students completed the Metacognitive Awareness Inventory (MAI) and Scale of Intrinsic versus Extrinsic Orientation in the Classroom and performed four verbal creativity tasks (product improvement task, consequences task, and two unusual uses tasks). The partial correlation network showed that all the creativity tasks were uniquely related to at least one facet of metacognition, and that the most complex task (product improvement task) was linked to both metacognitive knowledge and regulation. Furthermore, the structural equation model indicated that orientation toward intrinsic motivation mediated the relationship between metacognition and creative performance, explaining 16% of the variance in creative performance.     

Does diversity in team members’ agreeableness benefit creative teams?

Although deep-level diversity among team members are often discussed as important catalysts of team creativity, little is currently understood about the impact of diversity in team members’ personality on team creativity and team satisfaction. We propose that diversity in team members’ agreeableness would reduce the effectiveness of creative teams through its impact on team conflict experienced. To test our hypotheses, we recruited 93 student teams to participate in a laboratory study where each member had their personality traits assessed before engaging in a team creativity task. We found that diversity in team members’ agreeableness was positively associated with team task conflict experienced which, in turn, was negatively associated with team creativity. Additionally, we found that diversity in team members’ agreeableness was positively associated with team relationship conflict, which, in turn, was negatively associated with team satisfaction. Implications and future directions are discussed.     

高创造力个体的群体差异性研究

高创造力群体的界定是创造力研究的重要前提,但迄今极少有研究关注以往研究中高创造力群体间的同质性问题。本研究以创造力问题提出能力测验调查了两所高校（一所地方高校和一所教育部直属高校）的975名大学生的创造力,通过极端组方法（extreme groups approach, EGA）为大学生创造力水平分组,考察不同创造力分组之间的差别。研究发现：地方高校和部属高校的高创造力大学生被试,在创造力的流畅性、变通性和独特性三个维度上,均存在显著差异。本研究结果提示,大学生高创造力组间可能存在质的差别,因此相关研究在外推结果时需要采取谨慎态度;研究者在实验过程中和讨论文献结果的可比性时一定要关注样本的同质性问题。     

A Review of Articles Using Observation Methods to Study Creativity in Education (1980–2018)

This paper reports on an integrative literature review of published articles that used either quantitative or qualitative observation methods to research creativity in learning contexts. Observation is an empirical research method used in quantitative and qualitative naturalistic studies focused on understanding behavior and interactions as they unfold in real-time, which makes it particularly salient for examining the processes associated with the generation and adoption of creative ideas. However, observation remains underutilized in the field of creativity studies, partly because data collection can be time and resource intensive, but also because there are a lack of protocols and recommended research practices for observing creative thinking and problem solving in an educational environment that covers all phases of design, collection, analysis, and reporting. Thirty-seven articles from 1980–2018 were reviewed along seven dimensions: definition of creativity, unit of observation, observer role, observation sampling method, research design, data collection, and data analysis. The paper concludes with five recommendations for using observation to advance the state of research on creativity and education.     

Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

This study investigated gender differences in the relationship between creativity and academic achievement. A sample of 1082 primary students participated in this study in Beijing, China. Their age ranged between 8 and 15 years old (M = 10.41, SD = 0.99). Students’ creativity was measured by the Chinese version of the Torrance Test of Creative Thinking Figural Form A, and academic achievement was based on students’ self-reported grades of last semester. Results revealed that there was a significantly positive relationship between creativity and academic achievement, ranging from r = .07 to r = .21. Gender differences regarding which aspects of creativity were related to academic achievement were also found. Plausible explanations and implications of the findings in creativity research and education are discussed.     

An Investigation of the Relationship between Age,Achievement, and Creativity in Mathematics

In this exploratory study, I investigate the relationship between age, knowledge, and creativity in mathematics, by looking at to what extent does grade level, controlled for mathematical achievement, influence mathematical creativity and what characterizes the relationship between grade level, mathematical achievement and mathematical creativity. This was accomplished in two steps. In the first part, 301 students, 184 grade eight students and 117 grade eleven students, were given a creative mathematics test. A 3 × 2 ANOVA indicates that the older students were more creative; however, there was a significant interaction effect between grade level and achievement in mathematics on mathematical creativity. In the second part, an inductive content analysis was performed on the solutions of high achievers in grade eleven and grade eight. The results indicate that high achievers in grade eight are more creative than high achievers in grade eleven, but the nature of the task mediates the relationship between creativity and knowledge.     

Positive Psychological States and Employee Creativity: The role of Ethical Leadership

This study explores a new theoretical model of employee creativity by investigating the impact of ethical leadership on creativity mediated by creative self-efficacy and psychological safety. Data collected from 200 supervisor–subordinate dyads in Pakistan reveal that ethical leadership is positively related to creativity. Further, psychological safety partially mediates the relationship between ethical leadership and creativity. However, creative self-efficacy is found insignificant in the relationship between ethical leadership and creativity. The study discusses research and practical implications of the proposed new theoretical framework with regard to employee creativity.