The purpose of this study was to determine if there was a difference in measures of creativity and psychosocial development in college Honors and Non-Honors students and also to determine interaction effects of demographic and academic background data. Additionally, another purpose was to establish any relationship between measures of creativity and psychosocial development. Of the 284 college students participating, 120 were honors students and 164 were non-honors students. Participants were administered the Torrance Tests of Creative Thinking (TTCT) Verbal Form B, Activities 4 and 5 and the Student Development Task and Lifestyle Assessment (SDTLA). The TTCT included scales of fluency, flexibility, originality, and average standard creativity score. The SDTLA includes the measurement of three developmental tasks, ten subtasks, and two scales. The participants were volunteers and were tested in four regularly scheduled classes during the 2006 spring and summer semesters. Two-tailed independent t-tests performed on the dependent variables of the TTCT indicated that the Non-Honors student’s scores were statistically significantly higher on fluency, originality, and the average standard creativity measures. On the average standard score, which is considered the best overall gauge of creative power, neither Non-Honors nor Honors student groups TTCT scores were considered higher than weak (0-16%) (Torrance, 1990). The results of the two-tailed independent t-tests performed on the dependent variables of the SDTLA resulted in the statistically significant higher development outcome scores in the Honors students. The mean SDTLA scores of both the Honors and Non-Honors scores were not outside of norm group average scores. The MANOVA data produced moderately statistically significant interaction effects between classification level and fluency. However, the post hoc tests did not confirm the difference in classification and fluency. Additional MANOVA data indicated a significant interaction effect between ethnicity and Lifestyle Planning (LP), and post hoc analysis confirmed the interaction with significant differences in Caucasian and “Other” students. Classification level significantly interacted with eight of the fourteen development outcomes, nevertheless the post hoc tests showed inconsistent differences between classification groups within the developmental outcomes. Correlations between the TTCT and SDTLA did not yield statistically significant relationships between the creativity and psychosocial development variables.

This study investigates socio-cultural factors that impact the lives of highly creative writers, specifically, novelists in a specific socio-cultural context, Turkey. Research objectives included the investigation of the definition of creativity, creative processes and products by highly creative Turkish writers, and socio-cultural factors that influenced the development of their creativity. The qualitative case study was used and interviews with four participants, or cases, shed light onto the focus of the study. Four novelists who fit certain criteria were selected: (a) they have invented, designed, and produced creative work regularly and their work has influenced Turkish literature; (b) they were Turkish citizens who have lived 75% of their lives in Turkey and received their education in Turkey; and (c) they varied in age and gender. The participants were Yaşar Kemal (85, male), Adalet Ağaoğlu (81, female), Mario Levi (51, male), and Latife Tekin (51, female). Interviews with the participants were transcribed, translated from Turkish into English, and analyzed. The constant comparative method (Glaser & Strauss, 1967; Lincoln & Guba, 1985) was used as the method of analysis. Other documents about the participants were also used as data sources. Results indicate that participants’ views of creativity resemble both Western and non-Western views of creativity and their views of creative processes and products are similar to former research findings on creative individuals and creativity in general. Overarching themes include (a) environmental catalysts that prompted creativity; (b) emotional and professional support networks in participants’ lives; and (c) participants’ self-efficacy. Although environmental catalysts include events that cause both positive and negative emotions, two of the participants emphasize the role of negative feelings, such as anger and sadness, in the stimulation of creativity. The participants have had various sources of support from either certain individuals, such as a teacher or a friend, or groups of individuals, such as their readers. Participants’ self-efficacy emerges from various personality traits such as determination, persistence, rebelliousness, outspokenness, and independence. Findings indicate that education is an important socio-cultural factor that can enhance or hinder creativity and that teachers have a crucial role in the development of their students.

Changes brought about primarily by accelerating information technology have elevated innovation to the forefront of organizations’ strategic concerns as the only sustainable competitive advantage. Innovation in turn requires organizational environments where creativity is supported and fostered. The vital initial step in an effective change effort to bring about more creative organizational environments is to conduct an assessment. However, no new creativity assessment instrument has been developed in over two decades. This study presents the findings from a new organizational creativity assessment instrument, supplemented with data from a qualitative data-collection process involving in-depth interviews with a few representative employees from each organization. The development of the instrument draws upon recent creativity literature, primarily theoretical and anecdotal, resulting in 28 questionnaire items. Each item represents a potential environmental influence of creativity in a particular organization. One subset is physical or tangible environmental factors, such as the building where people work, as well as less tangible factors, such as “management response.” The instrument was administered in four different organizations in four different industries in an effort to begin to determine the utility of the instrument (n = 81). The results from the different organizations, including straightforward statistical tests, facilitated comparisons of differences in the amount and type of creativity supports between organizations. The qualitative data provided a check of confirmatory detail to the quantitative results, as well as providing rich contextual detail. A factor analysis was conducted on the overall results in order to determine if there was a possible underlying structure to the multitude of variables included in the survey instrument. The analysis revealed five factors, Creativity Management Process, Cultural Support Mechanisms, Organizational Inputs, Discussion Stimuli, and Organizational Helpfulness. Overall, the major conclusion is that the instrument is a potentially useful tool warranting further development and refinement and, ultimately, a full test of its validity and reliability. Also, the qualitative data added valuable context to understanding an organization’s creativity culture, as well as providing confirmatory support for the survey findings. An additional finding is that physical aspects of the environment were not recognized as significant factors in influencing organizational creativity.

In today¡¦s globalized economic environment, new production information and rapid technology change, has made the human capital become the main product factor instead of natural resources. Meanwhile, customer¡¦s increased access to information has empowered them to demand better quality and services. These changes have put huge pressures on real business world; companies try all the ways to improve the quality of the products and offering better services in order to create or maintain the competitive advantages. This change has placed a premium on innovation and creativity and makes it a hot topic and agenda. Creativity is the foundation of innovation, among the variables that influence creativity on subordinates in organizational settings, leader support behavior has been examined by many researchers as being one of the most important¡F however, most of the researchers only focus on the concept of ¡§support¡¨ but not specific leader ¡§behavior¡¨. One of the aims of the present study is to find out how perceptions of leader support arise. The significance of trust in organizations has been examined by many researchers. With trustworthy supervisors, subordinates can feel free to try something new and do not need to be afraid of the negative outcomes. The second aim of this study is to investigate the moderating effect of trust on subordinates¡¦ creativity under the leader support behavior. 320 samples are collected. Based on the findings of the present study, we argue that leadership of creative subordinates required leader support behavior and trust in management, thus, the creativity in organizations could be enhanced.

This study uses a quasi-experimental, nonequivalent control group design and aims to investigate the effects of the application of cooperative learning to visual arts curriculum on the creativity and drawing performance of the the lower graders. Subjects are students from two second grade classes in an elementary school in Tainan City. One class represents the experimental group, while the other one is the control group. Each of the classes is given instruction for twenty sessions of classes in ten weeks. The experimental group receives cooperative learning based on STAD. The control group receives seperate learning. This study incorporates quantitative and qualitative approaches. Two assessment tools are conducted, which include ¡§New Creativity Test for Use with Students in Taiwan¡¨ developed by Dr. Ching-Chi Wu, and the ¡§Rating Scale for the drawing performance of the the lower graders ¡¨ designed by the author. Quantitative data are analyzed by ANCOVA and MANCOVA. Qualitative data processed by content analysis are gathered from teacher's classroom anecdotes, student works of curriculum, student feedback about the instruction , and vedio records of teaching process. The results of this study indicate that in the aspect of creativity, application of cooperative learning to visual arts curriculum increases the lower grader¡¦s verbal creativity in terms of flexibility as well as the figural creativity regarding fluency, flexibility and elaboration. In the aspect of drawing performance, application of cooperative learning to visual arts curriculum significantly improved the lower grader¡¦s drawing performance on ¡§content¡¨, ¡§illustrate¡¨, ¡§image ¡¨and ¡¨ color¡¨. The possibility of applying cooperative learning to the visual arts curriculum for the lower grade in the elementary school is recognized.students in the experimental group show positive acknowledgement and feedbacks to the whole instruction. Conclusions for practical application and suggestions for further research are discussed.

This study investigated whether individuals identified as highly creative can resist a cognitive fixation tendency brought upon by the introduction of examples prior to an idea generation task. Ninety-eight subjects, ranging in age from twelve to seventeen and participating in Texas A&M University??s Youth Adventure Program for gifted students, comprised the sample. All took the Thinking Creatively with Sounds and Words test and were divided into three creativity groups (high, middle, and low) based on originality scores. A proportional stratified random sampling procedure was implemented to ensure equal representation for experimental and control groups. The subjects were then presented an experimenter-designed idea generation task, patterned after Smith, Ward, & Schumacher (1993), that called for them to generate ideas for a chair of the future. The experimental group viewed examples prior to task onset that all included three specific features relevant to the design of a chair (adjustable lever, four legs, drink holder). The control group did not view any examples prior to task onset. Conformity effects were measured in relation to the proportion of the features in the examples that were included in the ideas generated by the subjects. Chi-square and a model generated analysis of variance procedure were used to determine if there were any significant direct or interaction effects for both the creativity and treatment groupings on the construct of conformity. The results demonstrated that subjects in the control group conformed at a significantly lesser rate than the experimental one, across all creativity groupings. A significant difference was also found between the high and low creativity groups for conformity. The ANOVA data additionally discovered a significant interaction effect between the variables of treatment condition and creativity grouping, indicating that the interplay of these two variables influenced results. Finally, the conformity rate of those individuals with the highest level of creativity, true to the linear nature of the initial polynomial trend contrast, were, on average, the lowest observed scores.

This research tests the relationship of playfulness, emotional intelligence, and creativity of employees.Questionnaire data from 1213 employees who work for 30 companies, 8 industries. Including high-tech manufacturing, private other service industry, private financiaI service industry, private traditional manufacturing industry, public and private hospital, public service industry, public and private school, others.The data was analyzed major by linear regression analysis. The results of this thesis are summarized as below: 1. In general, the positive influence of playfulness on employee creativity is significant. 2. The positive influence of emotional intelligence on employee creativity is significant. 3. Emotional intelligence development mediates the influences of playfulness on employee creativity.

abstract / English / Doctoral / Doctor of Philosophy

The purpose of this research is to examine the impact of income inequality on individual creativity. Specifically, it is hypothesized that an individual’s creative performance (via a remote associatives test) is affected negatively in a high income inequality condition. Theoretical research suggests that the mechanism that enables this is self-regulation. As such self-regulation is measured as a mediator in this relationship. Two online-panel experiments were designed and conducted to test these relationships. The results did not show significant results for the mediation relationship. Self-regulation does have a positive relationship with creative performance, and income inequality shows a negative relationship with creativity in some conditions, however there is no relationship between income inequality and self-regulation. This research develops the theoretical background for the relationship between income inequality, self-regulation, and creativity. It also provides some lessons-learned from an experimental mediation design with an independent variable that has multiple categorical variables. / October 2015

Με την παρούσα έρευνα προσπαθήσαμε να εξετάσουμε τις σχέσεις ανάμεσα στη Δημιουργικότητα, στη Νοημοσύνη και στη Λύση Προβλημάτων. Το δείγμα μας αποτελείτο από 341 μαθητές της Πέμπτης και της Έκτης τάξης του Δημοτικού Σχολείου, ηλικίας από δέκα έως δεκατεσσάρων ετών. Χορηγήσαμε στα παιδιά το τεστ της Νοημοσύνης Raven’s Colored Progressive Matrices, το τεστ της Δημιουργικότητας των Wallach-Kogan και οκτώ προβλήματα που αποτελούσαν το τεστ της Λύσης Προβλημάτων. Επιπροσθέτως, προσπαθήσαμε να ερευνήσουμε εάν η υψηλή ή χαμηλή επίδοση στο τεστ της Νοημοσύνης επηρεάζει τις επιδόσεις των μαθητών στα άλλα δυο τεστ της Δημιουργικότητας και της Λύσης Προβλημάτων. Τέλος ερευνήσαμε, εάν το φύλο και η ηλικία επηρεάζουν τις επιδόσεις των παιδιών στα τεστ που συμπλήρωναν. Από τα αποτελέσματα της έρευνας προκύπτει μια συσχέτιση ανάμεσα στη Νοημοσύνη και στη Δημιουργικότητα αναφορικά με την ποσότητα. Επίσης διαπιστώσαμε μια συσχέτιση ανάμεσα στη Λύση Προβλημάτων και στο τεστ της Δημιουργικότητας όσον αφορά την ποσότητα. Από την άλλη μεριά τόσο η Νοημοσύνη, όσο και το τεστ της Λύσης Προβλημάτων σχετίζονται μόνο με κάποια επιμέρους τεστ της Δημιουργικότητας ως προς την πρωτοτυπία. Δεν παρατηρήσαμε ουσιαστικές αλλαγές στις συσχετίσεις των τριών τεστ, όταν απομονώσαμε τις μεταβλητές του φύλου και της ηλικίας. Τέλος η υψηλή και χαμηλή Νοημοσύνη επιδρούν μόνο σε κάποια επιμέρους τεστ της Δημιουργικότητας. Αυτά τα αποτελέσματα συμφωνούν με τα συμπεράσματα άλλων ερευνητών και μπορούν να χρησιμοποιηθούν σε μελλοντικές έρευνες που θα αφορούν τη σχέση της Δημιουργικότητας, με τη Νοημοσύνη και τη Λύση Προβλημάτων. / The objective of this survey was to examine the relationship which exists among Creativity, Intelligence and Problem Solving. Our sample were 341 5th and 6th Graders of Elementary School, aged from ten to fourteen years old. They were given Raven’s Colored Progressive Matrices as Intelligence test, Wallach-Kogan’s Creativity test and eight problems for the Problem Solving test. Furthermore we researched if high or low achievement in the Intelligence test affects the children’s achievements in the tests of Creativity and Problem Solving. Finally we researched if the sex and the age affect their achievement in the given tests. From the results of the survey we reached the conclusion that there exists a correlation between Intelligence and Creativity concerning the quantity. In addition a correlation between Problem Solving and Creativity also was observed concerning the quantity. On the other hand both Intelligence and Problem solving tests are correlated with some subtests of the Creativity test that have to do with originality. No essential changes were observed among the correlations of the three tests when the variables of sex and age were isolated. Moreover high and low Intelligence affect only some subtests of the Creativity tests. These results agree with those of other researchers and may be used in future surveys concerning the relationship of Creativity, Intelligence and Problem Solving.