An empirical examination of the relationships among creativity, the evaluation of creative products, and cognitive style among Chinese undergraduates

Abstract

A B S T R A C TThe current study investigates creativity from a creative product perspective. More specifically, we want to know if a connection exists between an individual's creativity and his or her evaluation of creative products. We also want to know what role cognitive style plays in this relationship. The sample (139 second-year undergraduates) was collected from an art and design program of an institution in Macau. Convenience sampling was used for the current study. The present study found partial support for the associations between cognitive style, creativity, and evaluations of creative products. Based on zero-order correlations, visual and verbal cognitive styles were moderately and positively correlated to three components of CPSS (novelty, resolution, and elaboration and synthesis). The results of the SEM further confirm this relationship between cognitive style and CPSS (r = .69, p < .05).

Divergent Thinking and Evaluative Skill: A Meta‐Analysis

“…Last, two sets of sensitivity analyses were conducted to determine whether removing certain studies could significantly change the overall result and heterogeneity: (a) omitting studies that used a structured evaluation process (i.e., Birney et al, 2016; Tsai, 2018) and (b) removing studies that reported other statistics than r , that is, t ‐value, F ‐value, and multiple regression coefficients (i.e., Grohman et al, 2006; Guo et al, 2019; Runco & Vega, 1990; Silvia, 2008). If the results were robust, further moderator analyses were conducted after removing those studies to determine whether removing studies could affect the previous moderator analyses results.…”

“…If the top selected ideas were the ones that were highly rated by the judges, that implies high evaluative accuracy. Last, some other scholars (Guo, Ge, & Pang, 2019; Stemler & Kaufman, 2020; Tsai, 2018) attempted to capture evaluative skill without using an evaluative accuracy index directly. They did it by comparing respondents’ ratings of predetermined creative responses.…”

“…The structure of the evaluation process is another factor that can influence results. For example, some researchers provided a predetermined framework (like scaffolding or rubric evaluation) (Birney et al, 2016; Tsai, 2018) for rating each idea, assuming better performance of evaluative skill can be obtained, whereas most other studies used no such structure.…”

Professionally Important Qualities of the Specialists in Design, Technology, and Service in the Postmodern Society

“…The study by Yan (2018) reveals a direct relationship between the level of development of creative abilities with such personality traits as sociability, reactive aggression, masculinity, mobility, and strength of the nervous system. Research by Tsai (2018) shows the correlation between cognitive style, creativity, and the appreciation of creative products in the case of Macau art and design undergraduates.…”

Features of creativity and innovation development in students at secondary and high school

“…The study of creativity from the position of a psycho-economic model by D. Robinson and M. Ranko allows one to present creativity as a result of economic and time resources that the society finds necessary to spend on the development of the creative potential. In this case, the decision depends on the level of development of the society itself, and creativity is considered as the ratio of investments, risk and benefits (Gupta, Wilemon, 1996;Robinson, Marshall, Stamps, 2005;Tsai, 2018).…”