The Effects of Enrichment on Self-Concept and Creative Thinking

Kolloff, Penny Britton; Feldhusen, John F.

doi:10.1177/001698628402800202

Cited by 33 publications

(7 citation statements)

References 14 publications

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“…Davis et al, 1972;Flaherty, 1992), (b) they lacked empirical data of nonsignificant effect (Kolloff & Feldhusen, 1984;Reese, Parnes, Treffinger, & Kaltsounis, 1976), or (c) they lacked an intact control group without training (Basadur & Thompson, 1986;Borgstadt & Glover, 1980;Khaleefa, Erdos, & Ashria, 1997). Altogether, 268 effect sizes from the remaining 34 studies in this investigation were converted from different statistics.…”

Section: Resultsmentioning

confidence: 99%

A Synthetic Analysis of the Effectiveness of Single Components and Packages in Creativity Training Programs

Ma¹

2006

Creativity Res. J.

158

105

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Section: Resultsmentioning

confidence: 99%

A Synthetic Analysis of the Effectiveness of Single Components and Packages in Creativity Training Programs

Ma¹

2006

Creativity Res. J.

158

105

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“…Self-concept has long been thought an important variable to understand relative to educational programs, particularly specialized programs for gifted students (Kolloff & Feldhusen, 1984). A realistic and healthy conception of self has been identified as crucial to the realization of potential for gifted students (Whitmore, 1980) and an important objective of educators of gifted children (Feldhusen, 1986).…”

mentioning

confidence: 99%

Using Frame of Reference Theory to Understand the Self-Concept of Academically Able Students

Williams

Montgomery

1995

Journal for the Education of the Gifted

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According to the frame of reference theory (Marsh, 1986), students make both internal ability comparisons across academic areas and external ability comparisons relative to peers when determining academic self-concept. Understanding the processes utilized by high-ability students to formulate their academic self-concept is an important consideration in meeting the educational needs of this population. To determine the applicability of the frame of reference theory, verbal and mathematics self-concept and achievement measures were administered to 103 academically able high school students. Consistent with theoretical findings with students in the general population, path analysis verified the dual influence of both internal and external processes on student self-concepts.

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“…There are also studies available in the literature supporting the findings obtained from the present research and suggesting that the enriched training given to gifted students or students thinking creatively who exhibit a more advanced development than their peers improves their creative thinking skills. For example, Kolloff and Feldhusen (1984), with a three-phase model they developed, aimed to improve the creative thinking and self-perception of primary school students believed to be gifted. At the end of the training, a significant variation was observed in favor of the experimental group.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Enriched Workshop Training Given to Pre-School Students on Creative Thinking Skills of Students

Özgenel

Canpolat

Yağan

et al. 2019

PEC

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The aim of the research was to explore the effects of enriched workshop training given to pre-school students on students’ creative thinking skills. The research was conducted during the 2016-2017 and 2017-2018 academic year. The mixed research design was used in the study. On the quantitative stage of the research, a single-group pre-test-posttest experimental design was applied. In order to identify the effects of the enriched training provided at different workshops, students were administered Torrance Test of Creative Thinking (Figural Form) as a pre-test-post-test. The study group of the research was comprised of 129 students in total including 81 students in the first group and 48 students in the second group, all taking training at the “Curious Junior Education Center” supported by Istanbul Development Agency and implemented by Pendik District National Education Directorate. According to the findings obtained from the quantitative method, a variation was identified in the test averages for student creative thinking skills (fluency, originality, elaboration, abstractness of titles, resistance to premature closure) before and after the training. Post-test averages for students’ creative skills increased. Paired samples t test was performed to determine whether or not the variation- increase- was significant. According to the t test result, enriched workshop training affects students’ total creative thinking skills significantly. In other words, enriched workshop training has developed students’ creative thinking skills positively. In the qualitative method, parents, students and teachers reported their views about the quality and effectiveness of the enriched workshop training. Keywords: creative thinking, enriched training, mixed method, workshop training.

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The Effects of Enrichment on Self-Concept and Creative Thinking

Cited by 33 publications

References 14 publications

A Synthetic Analysis of the Effectiveness of Single Components and Packages in Creativity Training Programs

A Synthetic Analysis of the Effectiveness of Single Components and Packages in Creativity Training Programs

Using Frame of Reference Theory to Understand the Self-Concept of Academically Able Students

The Effects of Enriched Workshop Training Given to Pre-School Students on Creative Thinking Skills of Students

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