Discriminating Characteristics of the Families of Highly Creative Adolescents*

Creativity and Innovation: Basic Concepts and Approaches

“…Metaanalyses show that the most conspicuous traits of creative individuals are tolerance of ambiguity, risk-taking, preference for disorder, delay of gratification (Dacey, 1989); aesthetic sensitivity, broad interests, attraction to complexity, independence of judgment, self-confidence, creative self-concept (Barron & Harrington, 1981); autonomous, introverted, open to new experience, norm-doubting, self-confident, self-accepting, driven, ambitious, dominant, hostile, and impulsive (Feist, 1998). In Feist's study, he found that openness, conscientiousness, self-acceptance, hostility, and impulsivity had the largest effect size in explaining creativity.…”

Korean Science Teachers’ Understanding of Creativity in Gifted Education

“…Creative people tend to be aware of their own creativity (Walberg, 1988;Walberg & Herbig, 1991) and childlike and openminded (Dacey, 1989;Barron, 1988;Tardif & Sternberg, 1988;Walberg;Walberg & Herbig), and they also tend to have a playful and humorous approach to problem solving (Fabun, 1968;Getzels & Jackson, 1962). Creative people tend to be aware of their own creativity (Walberg, 1988;Walberg & Herbig, 1991) and childlike and openminded (Dacey, 1989;Barron, 1988;Tardif & Sternberg, 1988;Walberg;Walberg & Herbig), and they also tend to have a playful and humorous approach to problem solving (Fabun, 1968;Getzels & Jackson, 1962).…”

Balancing Between Roles and Duties – The Creativity of Mothers

“…They primarily ensured that a variety of experience and openness to novelty was provided (Csikszentmihályi, 1999;Foster, 2004;Gute, Gute, Nakamura, & Csikszentmihályi, 2008), whilst stimulating their child's persistence and encouraging effort (Amabile, 1996;Bloom & Sosniak, 1981) as well as developing non-conformist attitudes and independence in forming judgments (Getzels & Jackson, 1961;Miller & Gerard, 1979;Miller, Lambert, & Neumeister, 2012) and making choices. Finally, they did so by stimulating fantasizing and by appreciating the use of imagination (Dacey, 1989;Wallach & Kogan, 1965;Taylor, 1999). Creativity at this stage of life is mostly a lifestyle, a means of framing and solving problems.…”

“…For the child, on the other hand, early childhood experiences -including the climate of the family home -are associated with types of possibilities for realizing their creative potential later on in life (e.g. Amabile, 1996;Block, Block, & Harrington, 1987;Dacey, 1989;Foster, 2004;Getzels & Jackson, 1961;Gute, Gute, Nakamura, & Csikszentmihályi, 2008;Miller & Gerard, 1979;Miller, Lambert, & Neumeister, 2012;Simonton, 1984;Taylor, 1999;Walberg et al, 1996;Wallach & Kogan, 1965).…”