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The effectiveness of creativity training: A quantitative review
Abstract
: Over the course of the last half century, numerous training programs intended to develop creativity capacities have been proposed. In this study, a quantitative meta‐analysis of program evaluation efforts was conducted. Based on 70 prior studies, it was found that well‐designed creativity training programs typically induce gains in performance with these effects generalizing across criteria, settings, and target populations. Moreover, these effects held when internal validity considerations were taken into account. An examination of the factors contributing to the relative effectiveness of these training programs indicated that more successful programs were likely to focus on development of cognitive skills and the heuristics involved in skill application, using realistic exercises appropriate to the domain at hand. The implications of these observations for the development of creativity through educational and training interventions are discussed along with directions for future research.
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“Our scoping search has identified only three systematic reviews in students or general population focusing on the impact of CTPIP (i.e., Davies et al., 2013;Scott et al., 2004;Valgeirsdottir & Onarheim, 2017).”
From Creativity training programs in primary education: A systematic review and meta-analysis (2022) · cites this paper as Scott et al., 2004
In the citing paper
“a wide variety of activities based on a previous cognitive process, which are relatively challenging from a contextual perspective and include a series of practical exercises to apply the strategies acquired (Scott et al., 2004);”
From Creativity training programs in primary education: A systematic review and meta-analysis (2022) · cites this paper as Scott et al., 2004
In the citing paper
“These results align with those obtained by Scott et al. (2004), and clearly unveil that there is still no agreement on what methodology should be used mainly in CTPIP to further enhance the typical developing primary education pupils' creativity or divergent thinking.”
From Creativity training programs in primary education: A systematic review and meta-analysis (2022) · cites this paper as Scott et al. (2004)
In the citing paper
“it is demonstrated that CTPIP influence the development of their creative potential, as already exposed by authors such as Scott et al. (2004), andValgeirsdottir &Onarheim (2017).”
From Creativity training programs in primary education: A systematic review and meta-analysis (2022) · cites this paper as Scott et al. (2004)
In the citing paper
“Obviously, the number of studies included in this review can be considered small, especially when compared to the number of studies included in other reviews on CTPIP (e.g., Scott et al., 2004;Valgeirsdottir & Onarheim, 2017).”
From Creativity training programs in primary education: A systematic review and meta-analysis (2022) · cites this paper as Scott et al., 2004
In the citing paper
“Research and experts suggest the utility of many additional creativity enhancement techniques (see, e.g., Thornhill-Miller and Dupont 2016), and the largest and most rapid effects are often attributed to these more method- or technique-oriented approaches (Scott et al. 2004).”
From Creativity, Critical Thinking, Communication, and Collaboration: Assessment, Certification, and Promotion of 21st Century Skills for the Future of Work and Education (2023) · cites this paper as Scott et al. 2004
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Sawyer, R. (2018) · Journal of the Learning Sciences · doi:10.1080/10508406.2017.1381963 · Cited by 81
Creative Thinking Processes: The Past and the Future
Mumford, M. D., & McIntosh, T. J. (2017) · The Journal of Creative Behavior · doi:10.1002/jocb.197 · Cited by 120
“Scott et al. (2004) found that the most effective creativity training programs were those which used instruction, and exercises, expressly intended to develop these key creative thinking processes.”
BackgroundImprov experience promotes divergent thinking, uncertainty tolerance, and affective well-being
Felsman, P., Gunawardena, S., & Seifert, C. M. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100632 · Cited by 141
Baer, R. (2015) · Mindfulness · doi:10.1007/s12671-015-0419-2 · Cited by 119
“Creativity training programs produce significant increases in divergent thinking and problem solving (Scott et al. 2004).”
BackgroundTeaching Creative Science Thinking
DeHaan, R. L. (2011) · Science · doi:10.1126/science.1207918 · Cited by 121
Adaptive expertise and creative thinking: A synthetic review and implications for practice
Gube, M., & Lajoie, S. P. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100630 · Cited by 147
Effects of Training on Idea Generation in Groups
Baruah, J., & Paulus, P. B. (2008) · Small Group Research · doi:10.1177/1046496408320049 · Cited by 118
“A meta-analysis by Scott, Leritz, and Mumford (2004) found that most of the successful training programs were the ones that focused on the development of cognitive skills (e.g., divergent thinking).”
BackgroundKilgour, M., & Koslow, S. (2009) · Journal of the Academy of Marketing Science · doi:10.1007/s11747-009-0133-5 · Cited by 122
“Further support for the trainability of creative thinking techniques is found in a review of the effectiveness of creativity training by Scott et al. (2004b) .”
BackgroundRecognizing and fostering creativity in technological design education
Cropley, D. H., & Cropley, A. J. (2009) · International Journal of Technology and Design Education · doi:10.1007/s10798-009-9089-5 · Cited by 121
“From the findings of Scott et al. (2004) we have worked out five principles for successfully doing this.”
BackgroundInfluentialCheng, M. Y. V. 鄭. (2019) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2019.05.001 · Cited by 136
Does socioeconomic status influence student creativity?
Castillo‐Vergara, M., Galleguillos, N. B., Cuello, L. J., Álvarez‐Marín, A., & Acuña-Opazo, C. (2018) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2018.07.005 · Cited by 120
A Call to Action: The Challenges of Creative Teaching and Learning
Sawyer, R. K. (2015) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811511701001 · Cited by 114
Teaching Creative Thinking Skills
Im, H., Hokanson, B., & Johnson, K. K. P. (2015) · Clothing and Textiles Research Journal · doi:10.1177/0887302x15569010 · Cited by 118
“The results also provide additional evidence that creativity can be trained and developed through classes (Scott et al., 2004).”
BackgroundMethodInfluentialTranscutaneous vagus nerve stimulation (tVNS) enhances divergent thinking
Colzato, L. S., Ritter, S. M., & Steenbergen, L. (2018) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2018.01.003 · Cited by 118
“Importantly, various behavioral studies have shown that creative thinking skills can be enhanced (e.g., (Baas et al., 2014; Colzato et al., 2012, 2013, 2015; de Bloom et al., 2014; Ritter and Mostart, 2016; Scott et al., 2004; Zabelina and Robinson, 2010)).”
BackgroundHunter, S. T., Bedell‐Avers, K. E., Hunsicker, C. M., Mumford, M. D., & Ligon, G. S. (2008) · Creativity Research Journal · doi:10.1080/10400410802088779 · Cited by 110
Malinin, L. H. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02372 · Cited by 132
“It is also understood to be a teachable skill (Scott et al., 2004; Ward and Kolomyts, 2010), however, specific pedagogical practices that lead to creativity have not been identified (Sawyer, 2018).”
BackgroundKarpova, E. E., Marcketti, S. B., & Barker, J. (2011) · Clothing and Textiles Research Journal · doi:10.1177/0887302x11400065 · Cited by 109
“Indeed, practically all of the studies that have evaluated the effectiveness of creativity education did so when the training was in the format of a stand-alone creativity course or program (e.g., Basadur et al., 1990; Birdi, 2005; Clapham, 1997; Fontenot, 1992; Kabanoff & Bottger, 1991; Scott et al., 2004).”
BackgroundVahle‐Hinz, T., Mauno, S., de Bloom, J., & Kinnunen, U. M. (2017) · Work & Stress · doi:10.1080/02678373.2017.1303761 · Cited by 123
“straint identification, and use of analogies) have been shown to be successful strategies to improve creativity (Scott et al., 2004).”
BackgroundMumford, M. D., Hester, K. S., & Robledo, I. C. (2012) · Handbook of Organizational Creativity · doi:10.1016/b978-0-12-374714-3.00001-x · Cited by 107
Self-citationThe Importance of the Default Mode Network in Creativity—A Structural MRI Study
Kühn, S., Ritter, S. M., Müller, B. C. N., van Baaren, R. B., Braß, M., & Dijksterhuis, A. (2013) · The Journal of Creative Behavior · doi:10.1002/jocb.45 · Cited by 110
From the Dawn of Humanity to the 21st Century: Creativity as an Enduring Survival Skill
Puccio, G. J. (2017) · The Journal of Creative Behavior · doi:10.1002/jocb.203 · Cited by 111
Vally, Z., Salloum, L., AlQedra, D., Shazly, S. E., Albloshi, M. A., Alsheraifi, S. N. M., & Alkaabi, A. (2018) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2018.11.003 · Cited by 106
Creativity Doesn't Develop in a Vacuum
Baer, J. (2016) · New Directions for Child and Adolescent Development · doi:10.1002/cad.20151 · Cited by 119
“Scott, Leritz, and Mumford (2004) conducted a quantitative metaanalysis of creativity training research covering a half century of research— 70 published and peer-reviewed studies on the effectiveness of creativity training.”
BackgroundWho cares about imagination, creativity, and innovation, and why? A review.
Forgeard, M. J. C., & Kaufman, J. C. (2015) · Psychology of Aesthetics Creativity and the Arts · doi:10.1037/aca0000042 · Cited by 119
Developing leaders for creative efforts: A domain-based approach to leadership development
Mumford, M. D., Hunter, S. T., Eubanks, D. L., Bedell, K. E., & Murphy, S. T. (2007) · Human Resource Management Review · doi:10.1016/j.hrmr.2007.08.002 · Cited by 103
Information, Experience, and Divergent Thinking: An Empirical Test
Runco, M. A., Dow, G. T., & Smith, W. R. (2006) · Creativity Research Journal · doi:10.1207/s15326934crj1803_4 · Cited by 103
Metadata
- Authors
- Scott, G., Leritz, L. E., & Mumford, M. D.
- Affiliations
- University of Oklahoma (US)
- Venue
- Creativity Research Journal
- Publisher
- Informa UK Limited
- Published
- 2004-12-01
- Volume
- 16
- Issue
- 4
- Pages
- 361-388
- ISSN
- 1040-0419 (ISSN-L)
- 1532-6934
- OpenAlex
- W2148809109
- Cited by
- 1,132
- References
- 172
- Citations by year
- 2026: 53 · 2025: 60 · 2024: 50 · 2023: 100 · 2022: 75 · 2021: 72 · 2020: 60 · 2019: 81 · 2018: 85 · 2017: 71 · 2016: 76 · 2015: 72 · 2014: 65 · 2013: 45 · 2012: 35
- FWCI
- 12.81
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Creativity Research Journal (publishedVersion)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Creativity in Education and Neuroscience
- Physical Sciences › Engineering › Mechanical Engineering › Design Education and Practice
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Abilities and Testing
- Keywords
- creativity training, creativity development, training program effectiveness, program evaluation, cognitive skills, heuristics, transfer of training, internal validity
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