Effects of the Revolving Door Identification Model on Creative Productivity and Self-efficacy

Abstract

The study examined the effects of the Revolving Door Identification Model on student creative productivity and self-efficacy as regards creative productivity. Seventh and eighth grade students who had participated in RDIM programs for at least four years were compared with comparable students in a near-by district who received no services. Participation in an RDIM program and number of projects in school were identified as significant predictors of creative productivity outside school. RDIM students who did Type III projects were more likely to report that the project affected their career goals, improved research skills, led to a more positive attitude toward school, and increased insight into personal strengths and weaknesses than students not in the RDIM program who completed major school projects.In the last six years, the number of districts using the Revolving Door Identification Model for gifted education (RDIM) has increased from one Connecticut town to over 300 school districts around the world (RDIM Directory, 1986). Despite the wide acceptance of the model, a number of questions regarding its effectiveness remained unanswered. No longitudinal research had examined the effects of the model over a period longer than one year or examined the claim that participation in RDIM programming would increase the probability of creative productivity in students (Renzulli & Reis, 1985). This research studied students who had participated in RDIM programs for four years or longer, examined the effects of RDIM on creative productivity, explored students perceptions of the effects of the model, and identified avenues for further research. In addition, the study proposed self-efficacy with regard to creative productivity as a mediating variable in RDIM and examined the effects of RDIM programming on self-efficacy. Theoretical RationaleThe Revolving Door Identification Model The Revolving Door Identification Model is a model of gifted education in which above average students are provided with opportunities and encouragement to develop creativity and task commitment as applied to particular products (Renzulli, 1986). The model differs from traditional programming practices both in the larger segment of the population identified for participation in the gifted program and in its emphasis not on giftedness as a static characteristic, but on the development of gifted behaviors &dquo;in certain people ... at certain times ... under certain circumstances&dquo; (Renzulli, 1984, p. 164). Enrichment activities in the Revolving Door IdentificationModel are organized using the Enrichment Triad Model (Renzulli, 1984), a model of educational enrichment designed to parallel the techniques and accomplishments of productive adults. The cornerstone of RDIM is Type III enrichment, or individual or small group investigations of real problems. Type III enrichment is considered to be the only component of the Enrichment Triad that is differentiated and specifically appropriate for the gifted (Renzulli, 1982). It provides students with th...

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“…Illustrating this sentiment, he reported that "a young girl worried about endangered species remained concerned about global and environmental issues in her college coursework" (Hébert, 1993 p. 25). In similar findings, other studies indicated positive associations towards post-secondary and career possibilities after completing Type III projects (Delcourt, 1988;Haensley, 1997;Starko 1986Starko , 1988Taylor, 1992).…”

“…As Stedtnitz (1985Stedtnitz ( , 1986 found, participation in other parts of the model, such as Type I experiences, in and of itself does not increase creative, productive self-efficacy. Instead, as stated above, it is the interrelation of the three constructs, and an opportunity to succeed in self-selected interest based Type III's that fosters improved feelings towards self and school in general (Brigandi et al, 2018;Starko, 1986Starko, , 1989).…”

“…Inherently, Type III fosters creative productivity, and the research illustrated a positive relationship between Type III endeavors and creative/productive activities. Students who participated in Type III's were more likely to engage in independent creative productivity both in and out of school (Burns, 1990;Delcourt, 1988;Starko, 1986Starko, , 1988. Also, school became meaningful when students perceived their academic activities as beneficial to their self-initiated, out of school, creative productivities (Emerick, 1995).…”

“…The Enrichment Triad has also been shown to positively influence students' postsecondary and career goals (Delcourt, 1988(Delcourt, , 1993Hébert, 1993;Starko, 1986Starko, , 1988Taylor, 1992). In his retrospective study, Hébert (1993) revisited students who had participated in the Enrichment Triad ten years prior and found that their post-secondary plans evolved from their Type III interests.…”

Creative Productivity Among Secondary School Students: Combining Energy, Interest, and Imagination

“…and planning an investigation were more likely to initiate projects than were students who did not receive the training. Starko (1988) also investigated the relationship between creative productivity and project initiation. When comparing students who complete Type III investigations in school and those who do not, she concluded that &dquo;students who engage in creative productivity in school have higher self-efficacy with regard to creative productivity and are more likely to pursue creative productivity outside of school&dquo; (1986, p. 92).…”