Assessment of creativity: Resolving a mid-life crisis

Houtz, John C.; Krug, Damon

doi:10.1007/bf02213374

Cited by 55 publications

(47 citation statements)

References 50 publications

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“…It should be noted that although divergent thinking tests (e.g., TTCT) enjoy well-known reputation in creativity research, several researchers have questioned the validity of this kind of test (e.g., Houtz & Krug, 1995;Runco, 2006). The major deficiency is grounded in the lack of validity.…”

Section: Journal Of Social Science Studiesmentioning

confidence: 99%

A Review of the Effectiveness of Creative Training on Adult Learners

Tsai¹

2013

jsss

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A demand for fostering creativity has become a universal discourse across different nations, reflecting globalization of economic activity. Teachers play a key role in promoting creative thinking through appropriate approaches in the classroom. Because a number of studies indicate that most creativity research focuses on children rather on adults, the purpose of this meta-analytic study is to investigate the effects of creativity training on adults. It is hoped that by providing evidence-based findings, adult educators could consider fostering creativity in adult classrooms. The results confirm the findings of previous meta-analysis indicating that creativity training is effective on adults. The magnitude of this finding indicates creativity training is promising for increasing adults' creative thinking.

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Section: Journal Of Social Science Studiesmentioning

confidence: 99%

A Review of the Effectiveness of Creative Training on Adult Learners

Tsai¹

2013

jsss

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“…Several studies have found that the four dimensions of personality as measured by the MBTI are closely related to creativity (Houtz & Krug, 1995;Isaksen et al, 2003;Myers & McCaulley, 1985). However, using path analyses, Houtz et al (2003) found that only the MBTI's intuitiveness dimension exhibited a clear causal link with creative self-perception on a par with that of the Adaption-Innovation Inventory (KAI; Kirton, 1976).…”

Section: Jung's Theory Of Personality Typesmentioning

confidence: 99%

Creative Problem Solving Styles and Personality Types in Macau College Students: A Canonical Correlation Analysis

Tsai¹

2017

GJES

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Within the existing creativity-training programs, the Creative Problem Solving (CPS) model may be the most effective tool for facilitating individual creativity. Among various factors that influence individuals' creative performance, personality is widely considered one of most important factors. By far the most popular measure of personality types is the MBTI; unsurprisingly, the relationship between the MBTI and creativity has been extensively studied. However, relatively little research has touched on the relation between personality types and CPS. The purpose of this study was to use the KTS II as its instrument for measuring personality types, and FourSight as its instrument for measuring CPS styles. In our Macau business undergraduates, canonical correlation analysis shows that a link exists between personality types and CPS styles, and that this link is not gender-dependent. However, the variable thinking is the only valid and influential predictor of the canonical function. It is apparent that more empirical investigations are needed to confirm our findings.

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“…His findings suggested that innovation was either being measured in terms of creativity or divergent thinking (i.e., creativity tests often focused directly on divergent thinking; Houtz & Krug, 1995). Other creativity tests measure different aspects of divergent thinking, such as flexibility (Torrance, 1963), fluency (Houtz & Krug, 1995;Torrance, 1963), and originality (Houtz & Krug, 1995;Torrance, 1963), or focus on the environment for promoting innovation or focus on the end or implementation of the product (convergent thinking). For example, measures in Radosevic and Mickiewicz (2003) evaluated the success of innovation programs in terms of financial outputs, such as sales of a product or an increase in profits during or after the introduction of an innovation course or program.…”

Section: Thesis Creativity and Innovation: A Comparative Analysis Ofmentioning

confidence: 99%

The Need, Development, and Validation of the Innovation Test Instrument

Wheadon¹,

Wright²,

West³

et al. 2017

Journal of Technology Education

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This study discusses the need, development, and validation of the Innovation Test Instrument (ITI). This article outlines how the researchers identified the content domain of the assessment and created test items. Then, it describes initial validation testing of the instrument. The findings suggest that the ITI is a good first step in creating an innovation assessment because it is more inclusive of both divergent and convergent thinking. In comparison, past innovation assessments have only assessed either divergence or convergence. The ITI still needs further validation and improvement to make strong claims about its ability to determine the effectiveness of an innovation course.

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Assessment of creativity: Resolving a mid-life crisis

Cited by 55 publications

References 50 publications

A Review of the Effectiveness of Creative Training on Adult Learners

A Review of the Effectiveness of Creative Training on Adult Learners

Creative Problem Solving Styles and Personality Types in Macau College Students: A Canonical Correlation Analysis

The Need, Development, and Validation of the Innovation Test Instrument

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