Creative, Thus Connected: The Power of Sociometric Creativity on Friendship Formation in Gifted Adolescents—A Longitudinal Network Analysis of Gifted Students

Abstract

The current study's purpose is to explore the influence of peer‐perceived creativity (sociometric creativity) on the short‐term development of friendships during a summer program for high ability students. Specifically, the two main objectives of our study are: (1) How did students' friendships network and sociometric creativity network evolve in the summer program? (2) How did sociometric creativity influence the friendship formation? The longitudinal study was conducted at the beginning, middle and the end of a 3‐week long program for gifted students in Ireland. The sample consisted of Irish gifted students (N = 702, aged 13–18 years, 52% female, over thirty‐one classes). Overall, our longitudinal multilevel and multigroup social network analysis shows that gifted adolescents formed reciprocated friendship ties and cohesive peer group structures in the investigated period; similar age and the same gender predicted friendship formation. Regarding the sociometric creativity, they tended to nominate a similar age and same gender student as very creative. Moreover, the sociometric creativity positively influenced adolescents' friendship networks on a dyadic level, indicating that adolescents select friends based on their perception of the other student's creativity. Further results, explanations, and implications are discussed.

Does the Fourth-Grade Slump in Creativity Actually Exist? A Meta-analysis of the Development of Divergent Thinking in School-Age Children and Adolescents

“…Regarding fluency, intellectual giftedness was found to be a significant moderator variable of the fourth-grade slump, which is consistent with numerous studies showing a differential DT development for gifted vs. non-gifted subjects (e.g., Dai, 2019;Guignard et al, 2016;Hopp, Zhang, Hinch, O'Reilly, & Ziegler, 2019). In the present meta-analysis, there was on average a third to fourth-grade plateau in fluency when considering both gifted and non-gifted subjects.…”

Is There Really a Creativity Crisis? A Critical Review and Meta‐analytic Re‐Appraisal

“…Since then, history has shown quite an opposite trend: The United States, placed on the bottom first half of the table in 2004, enjoyed the second rank in the last edition of the index (Florida, Mellander, & King, 2015). This trend also coincides with the unprecedented growth of creative innovation and progress, as well as increasing recognition of the role of creativity in society, education, and human development (e.g., Barbot, Besanc ßon, & Lubart, 2015;Corazza, 2016;Hopp, Zhang, Hinch, O'Reilly, & Ziegler, 2019;Plucker, Kaufman, & Beghetto, 2015;Runco, 2004;Said-Metwaly et al, 2020). It is primarily on this ground-rather than the lack of TTCT scores decline-that we posit that there is no such thing as a creativity crisis.…”

From Implicit Theories to Creative Achievements: The Mediating Role of Creativity Motivation in the Relationship between Stereotypes, Growth Mindset, and Creative Achievement

“…Accordingly, the effect stereotyping has on the belief holder can be positive (e.g., being supportive), negative (e.g., being dependent), or inconsequential. In the case of the stereotype of creative others, for example, the positive stereotype of a creative person as welcomed and popular might, in consideration of benefits including gains by way of social impact, motivate the beholder to be more creative (Hopp, Zhang, Hinch, O’Reilly, & Ziegler, 2019). Similarly, a negative stereotype of a creative person as socially isolated and rebellious (Dawson, 1997; Karwowski, 2017) might demotivate others in their creative pursuits.…”