Measuring and Training Creativity Competencies: Validation of a New Test

Epstein, Robert; Schmidt, Steven M.; Warfel, Regina M.

doi:10.1080/10400410701839876

Cited by 81 publications

(56 citation statements)

References 13 publications

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“…The test is derived from empirical research on the creative process in individuals, which suggests that creative expression can be accelerated through the strengthening of any of 4 measurable, trainable competencies: capturing (preserving new ideas as they occur), challenging (taking on difficult tasks), broadening (seeking knowledge and skills outside one's current areas of expertise), and surrounding (seeking out new stimuli or combinations of stimuli). In the second study, training such competencies improved test scores and led to a significant increase in creative output (Epstein, Schmidt, & Warfel, 2008).…”

Section: Instrumentsmentioning

confidence: 99%

The Paradoxical Nature of Academic Measures and Creativity

Blake¹,

McCarthy²,

Krause³

2014

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This study investigates the relationship between high stakes college admissions tests and creativity. One hundred eighteen college students majoring in education were given the Epstein Creativity Competencies Inventory (ECC-I). We examined the total creativity competency score as well as the four different skill areas: Preserves new Ideas; Seeks Challenges: Broadens Skills and Knowledge; and Changes Physical and Social Environment. The students' ACT and SAT scores were compared with their scores on the ECC-I. Results indicate that students with lower ACT scores, scored higher overall on the creativity survey than students with high ACT scores. There was a negative correlation between the students Capturing creativity scores and their SAT scores. This indicates that students with higher SATs rated themselves lower in paying attention to and preserving new ideas; that is, capturing new ideas as they occur. There is a need in our society for innovative and creative thinkers, however, American colleges and universities are still predicting the ability to succeed in college with traditional measures.

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Section: Instrumentsmentioning

confidence: 99%

The Paradoxical Nature of Academic Measures and Creativity

Blake¹,

McCarthy²,

Krause³

2014

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“…This is true, in part, because creative expression depends on the mastery of certain competencies (or skill sets), which only a handful of people in our society-people who tend to resist socialization-ever learn. Epstein (1996Epstein ( , 2008Epstein ( , 2012 developed tests that measure four essential competencies, capturing, challenging, broadening, and surrounding, which individuals require to be able to express their creativity (as show in Table 2). Backed by the research of Epstein, this study sets capturing (CA), challenging (CH), broadening (BR), and surrounding (SU) as the components of the creative expression dimension.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…The factor measurements of capturing, challenging, broadening, and surrounding are based on the Epstein Creativity Competencies Inventory for Individuals (ECCI-i), by Epstein et al (2008). The items on the test are exemplars of typical behaviors within each of the four core competency areas, and ECCI-i has 28 items, which are evenly divided among the four competency subscales (Table 3).…”

Section: Measurementmentioning

confidence: 99%

Constructing Creativity: Social Media and Creative Expression in Design Education

Chai

Fan

2017

EURASIA J MATH SCI T

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Social media plays a role in the development of a personal knowledge system and personal creativity. This paper develops a theoretical model to analyze the relation between social media and creative expression in design education. Based on the flow theory, the generativity theory, and TAM, the paper collects data regarding the usability dimension of students in social media, and their creativity, and examines the proposed model through statistical software SAS9.4 to analyze the data. A correlation is seen between the usability dimension of social media and the creative expression dimension, with an especially significant positive connection between perceived ease of use and perceived usefulness, as well as capturing and challenging. The adoption intention of social media is positively correlated with creative expression, while the usability dimension of social media has positive correlation with broadenings and negative correlation with surroundings; however, neither is significant. This reveals that aimlessly accumulating knowledge through social media will not help students improve their creativity; instead, overusing social media hinders one from understanding the real world and gaining inspiration. The paper is conducive to better social media design and higher personal creativity.

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“…[5] The ECCI-i differs from personality tests in the sense that it measures skills that can be improved easily through training and practice. The Guilford's Alternate Uses Test measures participants' divergent thinking where participants are asked to record as many applications for a common household item as possible.…”

Section: The Torrance Testmentioning

confidence: 99%

“…In fact, Epstein's Generativity theory suggests that every individual has limitless creative potentials, which are not expressed frequently as our culture tends to discourage such expression. [4] He mentions four essential competencies for creative expression that are measurable and trainable: [5] • Capturing: recording new ideas as they occur • Challenging: taking on tasks that require individuals to step out of their comfort zone • Broadening: "seeking training, experience, and knowledge" outside current field of interest • Surrounding: being conscious of the physical and social environments and changing them frequently to find unusual inspirations Creativity, especially in engineering, is viewed as the ability to experiment, take risks, push boundaries, recognize patterns, and examine problems from different perspectives. Recent research analyzing 300,000 scores of children and adults on the Torrance Test of Creative Thinking has discovered that creativity scores have been declining since 1990.…”

Section: Introductionmentioning

confidence: 99%