Creativity and Personality: Suggestions for a Theory

Analysis of Factors Influencing Creative Personality of Elementary School Students

“…On the contrary to the prevalent ideas that creative people generally possess low or broad attentiveness (Eysenck, 1993;Mendelsohn, 1976), the findings suggested a different interpretation on how creativity occurs. In this research the degree of student creativity varied in a positive and linear relationship with attentiveness in science class.…”

“…Individual and environmental factors, such as the size of right premotor cortex (Zhu et al, 2016), selective concentration (Eysenck, 1993;Kasof, 1997;Mendelsohn, 1976;Tarver, Buss, & Maggiore, 1979), family income, art achievement and mathematics achievement (Sung & Kim, 2011), scope of focused attention (Vartanian, 2009), academic achievement (Getzels & Jackson, 1962;Park & Yoon, 2004) have been reported as being positively correlated to student creativity. Also, students' reflection influenced their creativity (Hao et al, 2016).…”

“…Creative individuals are not only critical parts of the basis for economic development in the 21st century (Becker, 2009), but fostering creative people also leads to a requisition to manage the fluctuating society toward a knowledge-based society which will facilitate our competitive strengths, granting us an edge. permanently established (Eysenck, 1993;Weisberg, 1986). Those who believe that creativity is innate and does not improve by any endeavor would regard the disposition of creativity as a biological factor rather than a result of education.…”

Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?

“…Feist, 1998;Furnham et al, 2008). Eysenck (1993) argued that Psychoticism from the Gigantic Three was the core basis for creative thinking but this association is to date not conclusively proven (Batey & Furnham, 2006). To explore associations of creativity and psychoticism further, a recent series of studies focused on the related traits of schizotypy and hypomania (e.g.…”

Formazione e-learning degli insegnanti e pensiero creativo

“…Gli studi hanno preso numerosi orientamenti, tra cui si annoverano quelli che seguono un approccio dinamico, che occupano un ruolo di rilievo in ambito metodologico (come riportato per esempio da Sternberg & Lubart, 1999). Vi sono inoltre contributi teorici e di osservazione sistematica centrati sul ruolo di alcuni tratti della personalità (Eysenck, 1993;Simonton, 1997), interessanti contributi sono forniti anche mediante la registrazione e l'analisi a breve termine, come quelli attivati da determinate condizioni ambientali, da specifiche istruzioni o prescrizioni. Queste condizioni possono produrre effetti diversi a seconda del tipo di personalità del soggetto coinvolto (Hinton, 1971;Leith, 1972;Falat, 2000), ma possono anche avere una validità più generale, come vedremo di seguito.…”