Greater male variability in creativity: A latent variables approach

Karwowski, Maciej; Jankowska, Dorota; Gralewski, Jacek; Gajda, Aleksandra; Wiśniewska, Ewa; Lebuda, Izabela

doi:10.1016/j.tsc.2016.10.005

Cited by 37 publications

(47 citation statements)

References 44 publications

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“…The mean and range of the TCT-DP score of children and youths in the present study were in line with the previous studies [27][28][29][30], it also indicated that there was a limited number of students with high-creativity abilities. An increasing in the TCT-DP according to age group can be explained by the fact that the brain region involved in generating creative ideas does not mature until humans pass their 20th birthday [20,21].…”

Section: Discussionsupporting

confidence: 92%

Physical activity and creativity of children and youths

et al. 2020

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Background: Childhood is an important period for developing maturity in thinking. Accumulating evidence shows the association between physical activity and cognitive function. Although both the intelligence quotient and emotional quotient have been reported to be associated with physical activity, there is a limited amount of published research regarding the association between physical activity and cognitive function in children and youths. With respect to creativity, an important skill for the twenty-first century, little evidence on the creative quotient promotion in childhood is available. The present study, therefore, is designed to explore the correlation between physical activity and creativity. Methods: The participants included 1447 students with different age groups in 34 schools from Southern Thailand. Age groups were categorized according to Thailand's 2016 Report Card on Physical Activity for Children and Youth, where 521 students were aged 6-9 years, 487 students were aged 10-13 years, and 439 students were aged 14-17 years. Creativity was measured through the use of the Test for Creative Thinking-Drawing Production (TCT-DP). Active play, time with family and peers, and sedentary behavior were monitored by the Thailand Physical Activity Children Survey-the Student Questionnaire (TPACS-SQ). Results: The correlation between the TCT-DP score representing creativity and active play was noticed in adolescents (r = 0.148, p = 0.001), but not found in participants aged 6-13 years. Active play was associated with time with family and peers in all age groups (r = 0.485, p < 0.001). Conclusions: The present data supports the idea that optimal physical activity is required during childhood for developing thinking process. Promotion of active play with family and peers may facilitate creativity skills.

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Section: Discussionsupporting

confidence: 92%

Physical activity and creativity of children and youths

et al. 2020

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“…This is the case for a range of physical traits, including birth weight, adult weight, adult height, and running speed (Lehre et al, 2009), average heart rate during exercise (Hossack & Bruce, 1982), and various aspects of brain structure (Ritchie et al, 2018). It also appears to be the case for a range of psychological traits, including creativity (Karwowski et al, 2016), general knowledge (Feingold, 1992), physical aggression (Archer & Mehdikhani, 2003), and at least four of the Big 5 personality traits (Borkenau et al, 2013). Of particular relevance to the present topic, males seem to be more variable than females in a number of cognitive abilities relevant to STEM (Baye & Monseur, 2016;Feingold, 1992).…”

Section: Sex Differences In Variabilitymentioning

confidence: 75%

Men, Women, and STEM: Why the Differences and What Should Be Done?

Stewart‐Williams¹,

Halsey²

2018

Preprint

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It is a well-known and widely lamented fact that men outnumber women in a number of fields in STEM, including physics, mathematics, and computer science. The most commonly discussed explanations for the gender gaps are discrimination and socialization, and the most common policy prescriptions are targeted at those ostensible causes. However, a great deal of evidence in the behavioral sciences suggests that discrimination and socialization are only part of the story. The purpose of this paper is to highlight other aspects of the story: aspects that are commonly overlooked or downplayed. More precisely, the paper has two main aims. The first is to examine the evidence that factors other than workplace discrimination make a significant contribution to the gender gaps in STEM. These factors include relatively large average sex differences in career and lifestyle preferences, and relatively small average differences in cognitive aptitudessome favoring males, others favoring femaleswhich are associated with progressively larger differences the further above the average one looks. The second aim is to evaluate the evidence suggesting that these sex differences are not purely a product of social factors but also have a substantial biological (or "innate") component. A more complete picture of the many causes of the unequal sex ratios in STEM may productively inform policy debates, and is likely to improve women's situation across the STEM fields. Men, Women, and ScienceWhy the Differences and What Should Be Done?Never has the issue of gender disparities been as widely discussed, or as bitterly contested, as it has been in recent years. From the Oscars to the political podium, from TV shows to the workplace, disparities are identified and debate inevitably ensues. In the occupational realm, one of the primary focuses of this debate has been the differential representation of men and women in STEM (science, technology, engineering, and math). 1 This was epitomized by the infamous "Google memo," in which then-Google employee James Damore (2017) questioned the extent to which observed gender disparities in STEM are a product of workplace discrimination. The memo, and Damore's subsequent dismissal from Google, provoked a great deal of discussion and debate about the causes of STEM disparities and the origins of human sex differences. Unfortunately, much of this debate was decidedly inaccurate in its presentation of the research on the topic. A great deal was said about bias and discrimination, but relatively little about other factors contributing to STEM gender gaps (e.g., Chachra, 2017). Furthermore, to the extent that other factors were mentionedfactors such as average sex differences in academic interests these were typically attributed to socialization, rather than to biology or to a 1 Strictly speaking, the issue is not STEM per se, but rather STEM fields that focus on the non-living world, or that have a strong spatial or mathematical component. According to Ceci et al. (2014), the STEM fields should be divided into GE...

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“…In the case of females, positive relationships between acceptance of authority, self‐confidence, awareness of others, and academic achievement were observed, whereas no such relationships were noted in the case of males (Naderi et al., ). Although some studies showed gender equality in creative potential (Baer & Kaufman, ), gender male variability in creativity was already found in recent studies (He & Wong, ; He, Wong, Li & Xu, ; Ju, Duan & You, ; Karwowski et al., ). In accordance with Kirton's () theory of creativity styles (adaptors or innovators), some researchers indicated that males were more nonconformist being closer to innovator, and females were usually oriented toward incremental creativity being closer to adaptor (Gilson & Madjar, ; von Wittich & Antonakis, ).…”

Section: What Factors Might Have Impact On the Strength Of The Relatimentioning

confidence: 92%

“…In accordance with Kirton's () theory of creativity styles (adaptors or innovators), some researchers indicated that males were more nonconformist being closer to innovator, and females were usually oriented toward incremental creativity being closer to adaptor (Gilson & Madjar, ; von Wittich & Antonakis, ). One recent study in Poland demonstrated that greater male variability in creativity was observed as early as 4 years old, and it tended to increase with age (Karwowski et al., ). Moreover, greater male variability was especially well visible in the case of the original thinking, while females’ scores were more diverse in the case of adaptive thinking (Karwowski et al., ).…”

Section: What Factors Might Have Impact On the Strength Of The Relatimentioning

confidence: 99%

“…One recent study in Poland demonstrated that greater male variability in creativity was observed as early as 4 years old, and it tended to increase with age (Karwowski et al., ). Moreover, greater male variability was especially well visible in the case of the original thinking, while females’ scores were more diverse in the case of adaptive thinking (Karwowski et al., ).…”

Section: What Factors Might Have Impact On the Strength Of The Relatimentioning

confidence: 99%

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Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

Wen-jing

Ren

Deng

2018

Journal of Creative Behavior

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This study investigated gender differences in the relationship between creativity and academic achievement. A sample of 1082 primary students participated in this study in Beijing, China. Their age ranged between 8 and 15 years old (M = 10.41, SD = 0.99). Students’ creativity was measured by the Chinese version of the Torrance Test of Creative Thinking Figural Form A, and academic achievement was based on students’ self‐reported grades of last semester. Results revealed that there was a significantly positive relationship between creativity and academic achievement, ranging from r = .07 to r = .21. Gender differences regarding which aspects of creativity were related to academic achievement were also found. Plausible explanations and implications of the findings in creativity research and education are discussed.

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Greater male variability in creativity: A latent variables approach

Cited by 37 publications

References 44 publications

Physical activity and creativity of children and youths

Physical activity and creativity of children and youths

Men, Women, and STEM: Why the Differences and What Should Be Done?

Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

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