Creativity and Openness: Further Validation of Two Creative Product Measures

Dollinger, Stephen J.; Urban, Klaus K.; James, Troy A.

doi:10.1207/s15326934crj1601_4

Cited by 254 publications

(152 citation statements)

References 53 publications

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“…These new experiences are catalysts to novel innovations, combinations and the development of new concepts. Dollinger et al (2004) compared several personality tests to the Test of Creative Thinking-Drawing Production (TCT-DP) in a study. The personality tests captured the attributes of individuals involved in the study, to determine how the different personality traits correlated with their creative assessments.…”

Section: ) Openness To Experience and Originalitymentioning

confidence: 99%

“…Since traditional tests are primarily concerned with divergent thinking, some of the more whole-picture creativity measures set forth in the TCT-DP do not have direct links to the traditional measures. As such, Jellen and Bugingo (1989) (Guilford, 1967a;Guilford, Creativity, 1950;Guilford, Three faces of intellect., 1959;Cropley, 2000;Clapham, 1997;Clapham & Schuster, 1992;Runco, Millar, Acar, & Cramond, 2010;Kim, 2011 Need to explore and understand the known and unknown (Harrison, 2016;Hunter, Abraham, Hunter, Goldberg, & Eastwood, 2016;Windahl, 2017;Litman, 2005) Ne New Elements Originality Ability to generate novel ideas (George & Zhou, 2001;Wutrich & Bates, 2001;Furham, 1999;Perrine & Brodersen, 2005;Dollinger, Urban, & James, 2004;Feist, 2010) Ability to coalesce multiple ideas into one (Runco & Nemiro, 1994;Belski, 2009;English, 1997;Lai, Roan, Greenberg, & Yang, 2008;Ozyurt & Ozyurt, 2015;Wakefield, 1985;Rostan, 1994 Capacity for emotional transference (Genco, Johnson, Holtta-Otto, & Conner Seepersad, 2011;Chan & Schunn, 2014;Gardner & Winner, 1982;Piirto, 2004;Kohn, Paulus, & Korde, 2011;Mednick, 1962 Ability to take action in the face of the unknown (Eisenman, 1987;Pankove & Kogan, 1968;Sternberg, 2012;Steele...…”

Section: Evaluating Creativitymentioning

confidence: 99%

“…The test itself demonstrates internal and construct validity through many studies (Dollinger, Urban, & James, 2004;Cropley & Cropley, 2000;Rodrigues Virgolim, 2005). As such, several researchers found direct correlations between high test scores on the TCT-DP and high levels of real-world creativity (Cropley & Cropley, 2000;Urban, 2004;Jellen & Bugingo, 1989;Leung, 2013;Danial, 2015).…”

Section: Evaluating Creativitymentioning

confidence: 99%

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An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates

Sola¹,

Hoekstra²,

Fiore³

et al. 2017

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The goal of an undergraduate engineering education is to provide students with the necessary knowledge and skills needed to solve real world problems. Creativity and critical thinking are two abilities essential for success in the workplace, and are highly sought after by employers. However, there is evidence of decreasing creativity and critical thinking in senior engineering students. This study sought to understand if freshman engineering students are measurably more creative, but less capable of critical thinking, than senior undergraduate engineering students. Creativity and critical thinking were measured using the Test for Creative Thinking-Drawing Production (TCT-DP) and the Watson-Glaser Critical Thinking Appraisal (WGCTA), respectively. The data suggest that freshman engineering students were significantly more creative than senior engineering students. However, senior engineering students were found to be no better at critical thinking than their freshman counterparts. When compared to normative data, the senior engineering students underperformed significantly compared to the general population of senior college students. With study limitations in mind, these findings may suggest that senior engineering students are not only less creative, but also less capable of critical thinking, than when they started their engineering program. If this is indeed the appropriate conclusion, then there is a need to understand the underlying issues driving the decline of creativity and critical thinking in engineering undergraduate students.

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Section: ) Openness To Experience and Originalitymentioning

confidence: 99%

Section: Evaluating Creativitymentioning

confidence: 99%

Section: Evaluating Creativitymentioning

confidence: 99%

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An Investigation of the State of Creativity and Critical Thinking in Engineering Undergraduates

Sola¹,

Hoekstra²,

Fiore³

et al. 2017

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“…Postula la existencia de cinco factores de personalidad: apertura a la experiencia (A), responsabilidad (R), extraversión (E), amabilidad (Am), y neuroticismo (N). De todas ellas, la que ha mostrado un vínculo más consistente y contrastado con creatividad ha sido la apertura (e.g., Dollinger, Urban y James, 2004;McCrae, 1987;Prabhu, Sutton y Sauser, 2008;Shimonaka y Nakazato, 2007). Definido como «la amplitud, profundidad, originalidad y complejidad de la vida mental y experiencial de un sujeto» (John, Naumann y Soto, 2008, p. 138), las personas con puntuaciones altas muestran una elevada curiosidad por experimentar, descubrir y aprender que predispone favorablemente hacia la conducta creativa.…”

Section: Creatividad Y Rasgos De Personalidadunclassified

Creatividad y personalidad a través de dominios: una revisión crítica

Romo

Sánchez‐Ruiz

Alfonso-Benlliure

2017

Anuario de Psicología

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PALABRAS CLAVECreatividad; Personalidad; Pensamiento divergente; Generalidadespecificidad de dominio; Cinco GrandesResumen Este artículo tiene por objetivo ofrecer una visión completa y actualizada de las relaciones entre creatividad y personalidad. Se presenta una revisión crítica de las relaciones entre los distintos rasgos de personalidad, fundamentalmente desde los modelos de los Cinco Grandes (FFM) y de los Tres Gigantes, y la creatividad. Se reflexiona en torno a las repercusiones que el debate sobre la generalidad-especificidad de dominio conlleva sobre la relación entre creatividad y personalidad, y se presentan los hallazgos de los estudios más recientes con muestras por dominios. Se revisan propuestas teóricas que tienen como objetivo superar la fragmentación y el estancamiento del campo, conciliar las evidencias empíricas aparentemente contradictorias, y progresar hacia una teoría integrada sobre la relación entre personalidad y creatividad. Finalmente se describen los retos y líneas de investigación futuras que el campo tiene por delante. © 2017 Universitat de Barcelona. Publicado por Elsevier España, S.L.U. Todos los derechos reservados. KEYWORDSCreativity; Personality; Divergent thinking; Domain generality-specificity; Big Five Model Creativity and personality across domains: A critical reviewAbstract The aim of this paper is to provide an update of the literature on the relationship between creativity and personality. Personality traits from Three Giants and Big Five (FFM) models show complex relationships with creativity. It reflects on the impact that the domain generality-specificity debate has had on the creativity-personality relationship. The main findings of recent studies within specific domains are also presented. Theoretical proposals that aim to overcome the fragmentation and stagnation of the field are reviewed. They try to reconcile contradictory empirical evidence and progress towards an integrated understanding of the * Autor para correspondencia. Correo electrónico: Vicente.Alfonso@uv.es (V. Alfonso-Benlliure).http://dx

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“…Creativity is defined as to produce or bring into existence something new by a course of action or behavior (Dollinger et al 2004). In a rapidly changing environment, both scholars and practitioners highlight the predominant role of creativity as a core competence required for individuals working in diverse domains of work .…”

Section: Introductionmentioning

confidence: 99%