Societal and school influences on student creativity: The case of China

Abstract

Chinese students outperform American students in many international competitions in mathematics and the natural sciences. Does this superiority of Chinese students over American students also apply in other domains? Our previous research has shown that compared with their American counterparts, Chinese students' artwork is perceived as less creative by both Chinese and American judges. In a new study, we find that Chinese students' creativity is increased when given direct instructions to be creative or guidance on how to be creative. Three different factors are posited to be responsible for the discrepancy in rated creativity between Chinese and American students, namely, social values, school pedagogic practices, and educational testing systems. This article argues that high-stakes standardized tests could impair the development of students' creativity. Although there is a general tendency for school educators in both China and the United States to overemphasize analytical skills at the expense of the development of creative abilities, in general, the tendency for the Chinese to do so is stronger than it is for the American. Suggestions are proposed to educators on how to foster students' creativity. Furthermore, the article suggests that school and national leaders in the United States and China, as well as elsewhere, should learn from one another's educational successes, while maintaining their unique cultural and educational characteristics.

Chinese students’ perceptions of their creativity and their perceptions of Western students’ creativity

“…It was found that American scores were uniformly higher than Chinese in fluency and flexibility, even though the expression of originality was similar between the respondents between the two countries. Niu and Sternberg (2003) Yue's studies (Yue & Rudowicz, 2000;Yue & Rudowicz, 2002;Yue et al, 2011) confirmed the research findings of Niu and Sternberg (2006). Yue and Rudowicz (2002) surveyed 489 undergraduate students in China asking students to nominate the most creative Chinese people in history and in modern times.…”

“…Cross-cultural study of creativity helps achieve awareness of the characteristics of the cultures studied (Hall, 1981). Some studies have discovered relevant differences and similarities between cultures (Jaquish & Ripple, 1985;Niu & Sternberg, 2003;Yue et al, 2011). Jaquish and Ripple (1985) conducted a comparative study between Americans and Chinese to assess developmental aspects of ideational fluency, flexibility, and originality.…”

Contemporary Creativity Research in Taiwan: A Critical Review

“…First, as Niu and Sternberg (2003) recommend, teachers should take the lead in encouraging students to challenge norms, reflect critically on the curriculum, think imaginatively, and increase their involvement in creative self-exploratory activities. Second, the development of creative industries seems to be an important arena that not only reflects Taiwan's unique culture, but also provides a proper position from which to face globalization.…”

Methodological Issues in Measuring Creativity: A Systematic Literature Review

“…Theories -Research -Applications 4(2) 2017 on creativity instruments when given an explicit "be creative" instruction rather than a standard (generic) instruction (e.g. Chen, Himsel, Kasof, Greenberger, & Dmitrieva, 2006;Chua & Iyengar, 2008;Niu & Sternberg, 2003;Nusbaum, Silvia, & Beaty, 2014;Paulus, Kohn, & Arditti, 2011;Rietzschel, Nijstad, & Stroebe, 2014), whereas other studies revealed negative or no effects of explicit instruction on creativity scores (e.g. Chand & Runco, 1993;Johns & Morse, 1997;Runco, 1986b;Runco & Okuda, 1991;Ward, Saunders, & Dodds, 1999).…”