A closer look at the creativity gap and why students are less creative at school than outside of school

Runco, Mark A.; Acar, Selçuk; Çayirdağ, Nur

doi:10.1016/j.tsc.2017.04.003

Cited by 105 publications

(85 citation statements)

References 38 publications

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“…On the contrary, under strictly regulated routine behaviours (which we could define routine tasks) there can be no creativity, since it is enough to follow step by step the instructions contained in the available cognitive algorithms. This condition, typical of many working and educational contexts, allow fast responses and a linear learning process, but is also a constraint to creativity (Amabile, 1998;Runco, Acar, & Cayirdag, 2017).…”

mentioning

confidence: 99%

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Lucchiari

Sala

Vanutelli

2019

Thinking Skills and Creativity

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The goal of this experimental research was to demonstrate that creative thinking could be trained in primary school children. After asserting the difficulty to determine a unique definition of creativitythe concept fits to several fields and areas of intereststhe capacity to produce numerous ideas and to think divergently was chosen as the framework within creativity as a way of thinking that can be assessed and measured. Even though creativity is challenging to define and consequently to operationalize, tests exist with the purpose to evaluate creativity levels in individuals. Starting from the Test of Child Creativity (TCI) an Italian mental reactive aimed at measuring the potential of creative thinking in individual children, a Group Creativity Assessment (gTCI) was made up with the objective to test 224 children belonging to 10 primary school classes (5 second grades and 5 third grades), achieving creativity scores of groups. The aim was to investigate whether children's attitude to think divergently would improve after participating in a creativity training made up of 10 interactive one-hour long sessions. For that reason, all the sample of children were tested in T0 before the training; afterward 8 out of the 10 classes were weekly trained, before being all 10 classes tested again in T1, 10 weeks after T0. The hypothesis was that the trained classes would have improved in creative thinking, whereas the control groups would have not. It was therefore demonstrated the efficacy of the specific technique to train creative thinking that was conceived, developed and administered to the children.

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mentioning

confidence: 99%

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Lucchiari

Sala

Vanutelli

2019

Thinking Skills and Creativity

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“…That may have been because of the apparatus needed for some technological work. An even more recent study confirmed that there is almost always more creative behavior expressed outside of school compared to when students are in school (Runco et al., in press).…”

Section: Discussionmentioning

confidence: 87%

“…What I mean by that is that it uses a new technology; and technology will indeed play several roles in research of the future. As noted above, technology represents one of the new domains in which creativity is often expressed (An & Runco, ; Runco, Acar, & Cayirdag, ). Several other domains are now being studied as well, as illustrated by Creativity in the Moral Domain, Political Creativity, and Everyday Creativity scales on the Creative Activity and Accomplishment Check list (An & Runco, ; Paek & Runco, ).…”

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confidence: 99%

Comments on Where the Creativity Research Has Been and Where Is It Going

Runco

2017

Journal of Creative Behavior

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This Commentary examines where the creativity research has been and where it is going. They key points include evolving definitions of creativity, interdisciplinarity in the creativity research, divergent thinking as a reliable index of creative potential, improvements in testing, the impact of technology, the inclusion of political, moral, and everyday creativity in the research, the use of semantic networks and conceptual maps, the creative economy, and the need to extricate personal creativity from social recognition.

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“…The environmental factors that encourage creativity include tolerance, moderation and abundant resources (Runco, 2014). Thus, a supportive social environment such as a favourable organizational climate and humanistic leadership directly influences intrinsic motivation, synergistic extrinsic motivation and, in turn, the development of creativity (Ekvall & Ryhammar, 1998;Runco, Acar, & Cayirdag, 2017;Zhou & Shalley, 2003). As suggested by prosocial motivation studies, aspects of supportive leadership such as supportive supervision (Oldham & Cummings, 1996;Wu, McMullen, Neubert, & Yi, 2008), creativitysupportive behaviour and developmental feedback may strongly trigger employees' prosocial motivation because of role-modelling and reciprocity mechanisms (Zhou & Shalley, 2003).…”

Section: Interrelationships Between Coaching Behaviours Overparentmentioning

confidence: 99%

Is overparenting harmful to creativity?

Zheng

et al. 2019

Creat Innov Manage

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Heavy parental involvement is widely believed to inhibit creativity. On the basis of this rationale and the self‐creativity literature, this study collected paired data to examine the effects of overparenting (which includes the parental arrangement of daily life affairs and parental involvement in schooling), team learning, and coaching by immediate supervisors on employee creativity (i.e., the creativity of Chinese only‐child millennial employees). The findings are described as follows. First, parental involvement in schooling had a significant and positive effect on employee creativity, and the parental arrangement of daily life affairs was inversely related to employee creativity, as in a U‐shaped relationship. Second, supervisors' coaching behaviours improved employee creativity and partially moderated the relationship between overparenting and employee creativity. Third, team learning moderated the interrelationships between overparenting, coaching behaviours, and employee creativity. This paper discusses the complex factors that shape creativity and provides recommendations regarding the parenting and recruitment of Chinese millennials.

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A closer look at the creativity gap and why students are less creative at school than outside of school

Cited by 105 publications

References 38 publications

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

The effects of a cognitive pathway to promote class creative thinking. An experimental study on Italian primary school students

Comments on Where the Creativity Research Has Been and Where Is It Going

Is overparenting harmful to creativity?

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