Are teachers’ ratings of students’ creativity related to students’ divergent thinking? A meta-analysis

Gralewski, Jacek; Karwowski, Maciej

doi:10.1016/j.tsc.2019.100583

Cited by 49 publications

(35 citation statements)

References 88 publications

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“…The research shows that understanding of creativity varies widely among teachers (Craft 2003;McWilliam & Haukka 2008), a finding that is confirmed by the analysis performed by Kaufman, Beghetto and Dilley (2016) covering all types of research conducted over the years in various countries (Bolden, Harries, & Newton, 2009;Chan & Chan, 1999;de Souza Fleith, 2000;Diakidoy & Phtiaka, 2002;Newton & Newton, 2010;Tan, 2003;Westby & Dawson, 1995;). Similar conclusions have been reached by Gralewski (2016Gralewski ( , 2019b and Gralewski and Karwowski (2019) based both on their own research as well as studies worldwide dealing, amongst other factors, with the beliefs of teachers concerning the characteristics of creative students.…”

Section: Teachers' Knowledge Of Creativitysupporting

confidence: 77%

Students and Teachers Implicit and Explicit Theories of Creativity

Uszyńska-Jarmoc

Kunat

2019

Creativity. Theories – Research - Applications

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The current research aims to analyse ways of conceptualising the term creativity with the help of drawings, as a form of cognitive rendering by primary school students, pedagogy students and primary school teachers. The research seeks to find answers to three questions: What common notions of creativity are held by both primary school pupils and teachers and pedagogy students? Are there any differences in the understanding of this term among these groups of people? How far is the implicit, personal understanding of creativity in line with the scientific notion of this term? The visual ethnography method was applied in the study. Qualitative visual data (177 drawings of pupils, students and teachers) were used as the main source of data for analysis in addition to verbal data (written descriptions by the participants). Empirical data were analysed from the perspective of both an elitist and egalitarian approach to creativity, and using various ways to define creativity, as well as selected understandings of the term. Analysis of the qualitative data, demonstrated that pupils, students and teachers are able to treat creativity holistically and systematically, although they tend to associate creativity with the person who is the creator or with a broadly understood product, rather than the process or external circumstances that support creative activity. The research suggests that pupils’ definitions of creativity focus around four aspects of meaning: 1) creativity as self-expression; 2) creating new things; 3) ability to utilise the internal resources of imagination and creative thinking outside the system; 4) participation in solving everyday problems. Furthermore, it is possible to say that the knowledge of teachers in this matter is more consistent (cultural knowledge) and that of students is more personal (atypical, original, referring to a larger number of different problems and themes).

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Section: Teachers' Knowledge Of Creativitysupporting

confidence: 77%

Students and Teachers Implicit and Explicit Theories of Creativity

Uszyńska-Jarmoc

Kunat

2019

Creativity. Theories – Research - Applications

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“…However, the finding that the high and low achievers’ creativity (as measured by both a performance test and a self‐rated scale) had no significant relationship with teachers’ ratings of their creativity was not expected. Despite the fact that past research findings indicate that teachers’ perceptions of students’ creativity were weakly associated with their creative abilities (Gralewski, & Karwowski, 2019), this association was significant statistically. This unexpected finding indicates that, in China’s case, teachers’ perceptions of students’ creativity were so distorted by the achievement bias that the perceptions were no longer associated with the students’ actual creative abilities.…”

Section: Discussioncontrasting

confidence: 62%

Teachers’ Perceptions of Students’ Creativity in China’s Classrooms: The Role of Students’ Academic Achievement and Misbehaviors

Guo

Tong

Pang

2020

Journal of Creative Behavior

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Teachers can be biased, especially toward low achievers and students with behavioral issues. However, creative students often appear to be disruptive in the classroom, and many of them struggle academically. The purpose of the present study was to examine the extent to which teachers’ perceptions of students’ creativity is associated with students’ academic achievement and classroom (mis)behaviors, as well as to examine the interaction between these two factors. Three hundred and fifty‐four eighth‐grade students selected from five middle schools in China participated in this study. Using achievement scores, peer nominations, a divergent thinking test, a self‐rated ideational behavior scale, and teacher ratings, the present study found that, whereas creativity has no significant relationship with teachers’ perceptions, academic achievements and misbehavior are significantly associated within structors’ perceptions. The achievement bias resulted in the underestimation of low achievers’ creativity, even when the low achievers were highly creative. More nuances emerged when student misbehaviors were considered. Specifically, misbehaving low achievers’ originality was further underestimated even when they were highly original. In contrast, teachers overestimated well‐behaved high achievers’ creativity, even when the students comprised the lowest creativity group. The results are further discussed from a socio‐cultural perspective.

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“…It has been generally considered that creative thinking comprises two fundamental processes: divergent thinking, which involves stretching beyond existing ideas to create multiple, novel ones, and convergent thinking, which involves narrowing down and approaching a single correct, task-appropriate solution [ 13 ]. Performance on tests of divergent and convergent think has been reported to predict real-life creative potential, achievement, and creativity evaluated by others [ 14 , 15 , 16 , 17 ]. Since creative thinking is the key to invention and innovation and is indispensable for the progress of science, technology, business and management, education, art, and society as a whole [ 18 ], the search for strategies to enhance creative thinking may have great social significance.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Acute Aerobic Exercise on Divergent and Convergent Thinking and Its Influence by Mood

et al. 2021

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Abundant evidence shows that various forms of physical exercise, even conducted briefly, may improve cognitive functions. However, the effect of physical exercise on creative thinking remains under-investigated, and the role of mood in this effect remains unclear. In the present study, we set out to investigate the effect of an acute bout of aerobic exercise on divergent and convergent thinking and whether this effect depends on the post-exercise mood. Forty healthy young adults were randomly assigned to receive a 15-min exercise or control intervention, before and after which they conducted an alternate use test measuring divergent thinking and an insight problem-solving task measuring convergent thinking. It was found that exercise enhanced divergent thinking in that it increased flexibility and fluency. Importantly, these effects were not mediated by the post-exercise mood in terms of pleasure and vigor. In contrast, the effect on convergent thinking depended on subjects’ mood after exercise: subjects reporting high vigor tended to solve more insight problems that were unsolved previously, while those reporting low vigor became less capable of solving previously unsolved problems. These findings suggest that aerobic exercise may affect both divergent and convergent thinking, with the former being mood-independent and the latter mood-dependent. If these findings can be replicated with more rigorous studies, engaging in a bout of mood, particularly vigor-enhancing aerobic exercise, may be considered a useful strategy for gaining insights into previously unsolved problems.

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Are teachers’ ratings of students’ creativity related to students’ divergent thinking? A meta-analysis

Cited by 49 publications

References 88 publications

Students and Teachers Implicit and Explicit Theories of Creativity

Students and Teachers Implicit and Explicit Theories of Creativity

Teachers’ Perceptions of Students’ Creativity in China’s Classrooms: The Role of Students’ Academic Achievement and Misbehaviors

The Effect of Acute Aerobic Exercise on Divergent and Convergent Thinking and Its Influence by Mood

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