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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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“A recent meta-analysis by Scott, Leritz, and Mumford (2004a) shed further light on the efficacy of creativity trainings.”
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“In a comprehensive and stringent meta‐analysis (for instance, studies had to have a control group to be included) Scott, Leritz, and Mumford ( 2004 ) identified 70 scientifically rigorous reports published in or after 1980 in which the effects of creativity training were tested empirically.”
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“Our findings also support the premise of Scott et al. (2004), namely, that educators can employ a simple set of strategies to positively influence the divergent thinking of students.”
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“The latter intend to improve creativity-related skills by providing specific rules, techniques, or strategies to develop appropriate cognitive skills for the domain at hand [Scott et al., 2004].”
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“Innovation is regarded as a core competence [42].”
BackgroundCreative Cognitive Processes in Higher Education
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“…empirical works (e.g., Kilgour and Koslow 2009; Johar, Holbrook, and Stern 2001) focus on professionals’ individual creative processes and with these empirical results being at odds with a meta-analysis on creativity training for general population samples (Scott, Leritz, and Mumford 2004).”
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“ORIGINAL RESEARCH ARTICLE published: 29 October 2014 doi: 10.3389/fnhum.2014.00827 Training creative cognition: adolescence as a flexible period for improving creativity”
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“…in everyday life, as well as the fact that creativity can decline during early childhood (Torrance 1968; Kim 2011), a wide array of experimental studies have quantitatively examined and shown that creativity can be enhanced at the individual and team level (see Scott et al. 2004 for review).”
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“We based the explicit instruction of meta-cognition about divergent thinking on effect studies investigating creativity training (Scott et al., 2004), meta-cognition (Dignath & B€ uttner, 2008; Dole & Sinatra, 1998; Houtveen & van de Grift, 2007), and strategy instruction (Elshout-Mohr, Van Hout-Wolters, & Broekkamp,…”
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“Similarly, some consider it essential to investigate the effectiveness of creativity training using multiple assessments (Scott, Leritz, and Mumford 2004).”
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“viding guidance concerning the application of requisite cognitive capacities’ (Scott et al., 2004, p. 382). In addition to the cognitive approach, Bull et al. (1995) posited the importance of social climate in motivating students’ creative efforts.”
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“Systematic literature reviews and meta-analysis on the field of creativity present a wide set of training programs for creativity [11, 17, 20, 21].”
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“Domain-specific training of instructional designers in creative thinking The literature review of Scott et al. (2004) suggests that the most successful creativity training efforts are those that: (a) are specific to the domain of interest; and (b) teach specific creativity-related cognitive…”
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“Yet some approaches are not (Birdi, Leach, & Magadley, 2012; Kim, Hon, & Crant, 2009; Scott et al., 2004).”
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“11 1969; Baer & Garrett, 2010), researchers have identified several features of creativityenhancement programs that seem to lead to positive outcomes (e.g., Scott et al., 2004).”
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“For instance, Scott et al. (2004) carried out a meta-analysis of 70 pretest−post-test studies reporting the impact of a variety of different creativity training programs.”
BackgroundKühnel, J., Vahle‐Hinz, T., de Bloom, J., & Syrek, C. J. (2017) · The International Journal of Human Resource Management · doi:10.1080/09585192.2017.1396551 · Cited by 79
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“Creativity training Scott et al. (2004) performed an in-depth meta-analysis of creativity training, including 70 studies on a large variety of ifferent approaches.”
BackgroundResultInfluentialCreativity and cognitive processes: Multi-level linkages between individual and team cognition
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“Their effectiveness as questioned by some scholars due to external and internal validity concerns (for a discussion of the effectiveness of reativity trainings see Scott et al., 2004).”
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“This substantiates the positive effect of creativity training on CP consistently reported in the literature so far (e.g. Ma, 2006; Rose & Lin, 1984; Scott et al., 2004).”
BackgroundResultInfluentialStevens, L. M., & Hoskins, S. G. (2014) · CBE—Life Sciences Education · doi:10.1187/cbe.13-12-0239 · Cited by 62
College students’ views of creative process instruction across disciplines
Daly, S. R., Mosyjowski, E. A., Oprea, S. L., Huang-Saad, A. Y., & Seifert, C. M. (2016) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2016.07.002 · Cited by 62
Training Auditors to Perform Analytical Procedures Using Metacognitive Skills
Plumlee, R. D., Rixom, B. A., & Rosman, A. J. (2014) · The Accounting Review · doi:10.2308/accr-50856 · Cited by 62
Kuo, H., Yang, Y.-T. C., Chen, J.-S., Hou, T., & Ho, M. (2021) · IEEE Transactions on Education · doi:10.1109/te.2021.3098295 · Cited by 67
Ahmad, N., Samad, S., & Han, H. (2024) · Journal of Innovation & Knowledge · doi:10.1016/j.jik.2024.100557 · Cited by 61
Eubanks, D. L., Murphy, S. T., & Mumford, M. D. (2010) · Creativity Research Journal · doi:10.1080/10400419.2010.481513 · Cited by 61
“Accordingly, it seems reasonable to expect that training in effective application of these strategies will facilitate the application of intuitive ability in creative problem-solving (Scott et al., 2004).”
BackgroundMethodA Lifespan Perspective on Creativity and Innovation at Work
Rietzschel, E. F., Zacher, H., & Stroebe, W. (2016) · Work Aging and Retirement · doi:10.1093/workar/waw005 · Cited by 63
Table-top role playing game and creativity
Chung, T.-S. (2012) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2012.06.002 · Cited by 63
“Thinking Skills and Creativity (2012), http://dx.doi.org/10.1016/j.tsc.2012.06.002 ccording to the meta-analyses conducted by Scott et al. (2004), creativity training was generally effective.”
BackgroundInfluentialThe role of creativity in entrepreneurship: an empirical study on business undergraduates
Camacho‐Miñano, M., & del Campo, C. (2017) · Education + Training · doi:10.1108/et-08-2016-0132 · Cited by 64
Fostering creativity through critical thinking: The case of business start‐up simulations
Eggers, F., Lovelace, K. J., & Kraft, F. (2017) · Creativity and Innovation Management · doi:10.1111/caim.12225 · Cited by 62
Sun, M., Wang, M., & Wegerif, R. (2019) · British Journal of Educational Technology · doi:10.1111/bjet.12825 · Cited by 66
The effects of analogical and metaphorical reasoning on design thinking
Choi, H. H., & Kim, M. J. (2016) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2016.11.004 · Cited by 62
The Decoding of the Human Spirit: A Synergy of Spirituality and Character Strengths Toward Wholeness
Niemiec, R. M., Russo‐Netzer, P., & Pargäment, K. I. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2020.02040 · Cited by 59
Mental contrasting turns positive feedback on creative potential into successful performance
Oettingen, G., Marquardt, M. K., & Gollwitzer, P. M. (2012) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2012.03.008 · Cited by 58
Tang, M., & Werner, C. H. (2017) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2017.04.001 · Cited by 59
Enhancing creative cognition with a rapid right-parietal neurofeedback procedure
Agnoli, S., Zanon, M., Mastria, S., Avenanti, A., & Corazza, G. E. (2018) · Neuropsychologia · doi:10.1016/j.neuropsychologia.2018.02.015 · Cited by 63
Creativity Landscapes: Systematic Review Spanning 70 Years of Creativity Interventions for Children
Alves‐Oliveira, P., Arriaga, P., Xavier, C. S. F., Hoffman, G., & Paiva, A. (2021) · The Journal of Creative Behavior · doi:10.1002/jocb.514 · Cited by 60
Fetrati, M. A., Hansen, D., & Akhavan, P. (2022) · Technovation · doi:10.1016/j.technovation.2022.102473 · Cited by 71
A Self-Report Measure of Cognitive Processes Associated with Creativity
Miller, A. L. (2014) · Creativity Research Journal · doi:10.1080/10400419.2014.901088 · Cited by 61
A Lighthouse In The Desert? Evaluating The Effects Of Creativity Training On Employee Innovation
Birdi, K. S. (2007) · The Journal of Creative Behavior · doi:10.1002/j.2162-6057.2007.tb01073.x · Cited by 56
Formally Developing Creative Leadership as a Driver of Organizational Innovation
Williams, F., & Foti, R. J. (2011) · Advances in Developing Human Resources · doi:10.1177/1523422311424702 · Cited by 56
“In examining the effectiveness of creativity training, Scott, Leritz, and Mumford (2004) concluded that problem-solving models appear to be the most successful at enhancing creativity.”
BackgroundStolaki, A., & Economides, A. A. (2018) · Computers & Education · doi:10.1016/j.compedu.2018.05.009 · Cited by 66
Yeh, Y., Chen, S., Rega, E. M., & Lin, C.-S. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01593 · Cited by 60
Creating Creative Clinicians: Incorporating Creativity Into Counselor Education
Lawrence, C. N., Foster, V. A., & Tieso, C. L. (2015) · Journal of Creativity in Mental Health · doi:10.1080/15401383.2014.963188 · Cited by 55
Idea Generation and Idea Evaluation
Puccio, G. J., & Cabra, J. F. (2011) · Elsevier eBooks · doi:10.1016/b978-0-12-374714-3.00009-4 · Cited by 56
Fostering Creativity in Intercultural and Interdisciplinary Teams: The VICTORY Model
Tang, M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02020 · Cited by 72
Liu, C.-H. S., Horng, J., Chou, S.-F., & Huang, Y. (2017) · Journal of Hospitality Leisure Sport & Tourism Education · doi:10.1016/j.jhlste.2017.08.008 · Cited by 53
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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