Cumulative and Proximal Influences on the Social Environment and Children's Creative Potential

Abstract

The influences of socioeconomic status (SES), maturation, school, and sex on creative potential were examined by administering the Torrance Tests of Creative Thinking to 1,445 children. Comparisons of means indicated that scores increased with SES, sixth-grade children scored slightly higher than fifth-grade children, and girls in general earned higher scores than boys. Additionally, the school setting and in particular the classroom atmosphere seemed to be far more important to creative potential than has been previously acknowledged. Implications for the concept of creativity and the adequacy of tests as indicators of divergent thinking are discussed.

The Interactive Influences of Three Ecological Systems on R & D Employees' Technological Creativity

“…Besides teachers' behaviors, the global climate of a particular school and the immediate atmosphere of a classroom decisively influence creative performance (Dudek, Strobel, & Runco, 1993). Such classroom atmosphere as providing opportunities for decision making, accepting varied perspectives, and enhancing students self-confidence surely contribute to creative thinking (Fleith, 2000).…”

The Mediating Roles of Intrinsic and Extrinsic Motivation Between Classroom Learning Environment and Creativity among Hospitality Students in Taiwan

“…As a favorable learning environment is critical to the development of students' creative potential, a number of studies have theoretically and empirically asserted a positive relationship between CLE and students' creativity (Amabile, 1996;Beghetto, 2005;Chambers, 1973;Cole et al, 1999;Dineen, 2006;Dineen & Niu, 2008;Dudek et al, 1993;Esquivel, 1995;Fryer, 2006;Gilbert et al, 2006;Hasirci & Demirkan, 2003;Hill & Amabile, 1993;Niu & Sternberg, 2003;Niu, 2003;Sak, 2004).…”

“…Creativity needs to be nurtured from an early stage of life; however, giving individuals opportunities to develop their creativity at different learning stages is also required (Craft, 2006). A large number of researchers have perceived the significant effects of the learning environment on students' creative performance (Amabile, 1996;Beghetto, 2005;Chambers, 1973;Cole, Sugioka, & Yamagata-Lynch, 1999;Dineen, 2006;Dineen & Niu, 2008;Dudek, Strobel, & Runco, 1993;Esquivel, 1995;Fryer, 2006;Gilbert, Prenshaw, & Ivy, 2006;Hasirci & Demirkan, 2003;Hill & Amabile, 1993;Nin & Sternberg, 2003;Niu, 2003;Sak, 2004). In addition to the learning environment factors, motivation has also been identified as essential for individual creativity, and this may be the most straightforward issue to address in attempts to stimulate creativity (Amabile, 1983(Amabile, , 1996Hon, 2012;Sternberg & Lubart, 1991).…”

Promoting kindergarten children’s creativity in the classroom environment in Jordan

“…For instance, Dudek, Strobel, and Runco (1993) investigated the influence of school environment on the creative ability of fifth-and sixth-grade students from 11 schools in Montreal using Torrance Tests of Creative Thinking. Results indicated that the environment of a school, the social dynamics prevailing in a classroom and interaction between students and teachers have a clear impact on the growth of students' creative abilities.…”