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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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Desarrollo del pensamiento creativo en el ámbito educativo
Carvalho, T., Fleith, D. D. S., & Almeida, L. S. (2021) · Latinoamericana de Estudios Educativos · doi:10.17151/rlee.2021.17.1.9 · Cited by 63
“…de ver las condiciones favorables para el estímulo de la creatividad en la escuela y de exponer algunos programas específicos, podemos extraer una síntesis de los factores que condicionan la eficacia de los programas de creatividad (Beguetto, 2017; Scott et al., 2004; Tang & Werner, 2017).”
BackgroundCommentary: Teaching Creativity and Innovative Thinking in Medicine and the Health Sciences
Ness, R. B. (2011) · Academic Medicine · doi:10.1097/acm.0b013e31822bbb9f · Cited by 53
Fostering Creativity and Critical Thinking in College: A Cross-Cultural Investigation
Park, J. H., Niu, W., Li, C., & Allen, H. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.760351 · Cited by 52
Socio‐Economic Status and Creativity: A Meta‐Analysis
Acar, S., Tadık, H., Uysal, R., Myers, D., & Inetas, B. (2022) · The Journal of Creative Behavior · doi:10.1002/jocb.568 · Cited by 63
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Schlee, R. P., & Harich, K. R. (2014) · Journal of Education for Business · doi:10.1080/08832323.2013.781987 · Cited by 52
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“, [26], in a 70 study meta-analysis, found that creativity training was successful in training programs at different educational levels.”
BackgroundOhly, S., Plückthun, L., & Kissel, D. (2016) · Psychology Learning & Teaching · doi:10.1177/1475725716681714 · Cited by 51
Catarino, P., Vasco, P., Lopes, J. P., Silva, H., & Morais, E. (2019) · REICE Revista Iberoamericana sobre Calidad Eficacia y Cambio en Educación · doi:10.15366/reice2019.17.3.001 · Cited by 60
Teaching People to Manage Constraints: Effects on Creative Problem-Solving
Peterson, D. R., Barrett, J. D., Hester, K. S., Robledo, I. C., Hougen, D. F., Day, E. A., & Mumford, M. D. (2013) · Creativity Research Journal · doi:10.1080/10400419.2013.813809 · Cited by 49
“The most effective training programs, or educational interventions, are those that focus on requisite cognitive processes, and strategies for executing those processing operations, with such interventions producing effect sizes in the .60 to .80 range (Scott et al., 2004).”
BackgroundA new perspective on technology‐driven creativity enhancement in the Fourth Industrial Revolution
Pedota, M., & Piscitello, L. (2021) · Creativity and Innovation Management · doi:10.1111/caim.12468 · Cited by 58
Creativity training programs in primary education: A systematic review and meta-analysis
Ruiz-del-Pino, B., Fernández-Martín, F. D., & Arco-Tirado, J. L. (2022) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2022.101172 · Cited by 48
Kienitz, E., Quintin, E., Saggar, M., Bott, N. T., Royalty, A., Hong, D. W.-C., Liu, N., Chien, Y.-H., Hawthorne, G., & Reiss, A. L. (2014) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2014.03.002 · Cited by 50
“…operationalized divergent thinking into components, such as, originality of ideas, number of relevant ideas (fluency), number of categories utilized (flexibility), level of elaboration for each idea, etc. (Csikszentmihalyi & Getzels, 1971; Kettner et al., 1959; Scott et al., 2004; Torrance, 1999).”
BackgroundMethodInfluentialThe Role of HRD in Stimulating, Supporting, and Sustaining Creativity and Innovation
Loewenberger, P. (2013) · Human Resource Development Review · doi:10.1177/1534484313494088 · Cited by 47
Silva, A., Henriques, E. M. P., & Carvalho, A. (2009) · European Journal of Engineering Education · doi:10.1080/03043790802710201 · Cited by 48
“Without being exhaustive, the works of Lubart (2001), Mumford (2003) and Scott et al. (2004) summarize the research in the field.”
BackgroundPromoting creativity in the classroom: A generative view.
Pang, W. (2015) · Psychology of Aesthetics Creativity and the Arts · doi:10.1037/aca0000009 · Cited by 48
Rubenstein, L. D., Callan, G. L., Ridgley, L. M., & Henderson, A. J. (2019) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2019.02.004 · Cited by 57
Chaubey, A., Sahoo, C. K., & Das, K. C. (2021) · International journal of organizational analysis · doi:10.1108/ijoa-06-2020-2271 · Cited by 54
Stolz, R., Blackmon, A. T., Engerman, K., Tonge, L. J., & McKayle, C. A. (2022) · Journal of Creativity · doi:10.1016/j.yjoc.2022.100024 · Cited by 55
Innovation 101: Promoting Undergraduate Innovation Through a Two-Day Boot Camp
West, R. E., Tateishi, I., Wright, G. A., & Garrett, M. F. (2012) · Creativity Research Journal · doi:10.1080/10400419.2012.677364 · Cited by 48
“A few studies have described training programs and evaluated their effectiveness (Clapham, 2003 ; Lau, Ng, & Lee, 2009 ; Nickerson, 1999 ; Scott, Leritz, & Mumford, 2004a , 2004b ).”
The creative training in the visual arts education
Ülger, K. (2015) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2015.10.007 · Cited by 47
Creativity as Identity Skill? Late Adolescents' Management of Identity, Complexity and Risk‐Taking
Sica, L. S., Ragozini, G., Palma, T. D., & Sestito, L. A. (2017) · The Journal of Creative Behavior · doi:10.1002/jocb.221 · Cited by 51
Mejía, C., D’Ippolito, B., & Kajikawa, Y. (2021) · Creativity and Innovation Management · doi:10.1111/caim.12453 · Cited by 67
Training in the adolescent brain: An fMRI training study on divergent thinking.
Kleibeuker, S. W., Stevenson, C. E., van der Aar, L. P. E., Overgaauw, S., van Duijvenvoorde, A. C. K., & Crone, E. A. (2016) · Developmental Psychology · doi:10.1037/dev0000239 · Cited by 49
Neville, R. D., & Makopoulou, K. (2020) · European Physical Education Review · doi:10.1177/1356336x20939586 · Cited by 62
Improving Your Creative Potential without Awareness: Overinclusive Thinking Training
Chiu, F.-C. (2015) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2014.11.001 · Cited by 45
A new method for training creativity: narrative as an alternative to divergent thinking
Fletcher, A., & Benveniste, M. (2022) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.14763 · Cited by 61
Malycha, C. P., & Maier, G. W. (2017) · Creativity Research Journal · doi:10.1080/10400419.2017.1302763 · Cited by 49
“Combined Techniques As described, the two processes, knowledge activation and conceptual combination, are the most important factors for creative potential (Scott et al., 2004a).”
BackgroundMethodInfluentialWießner, I., Falchi-Carvalho, M., Maia, L. O., Daldegan‐Bueno, D., Palhano-Fontes, F., Mason, N. L., Ramaekers, J. G., Gross, M. E., Schooler, J. W., Feilding, A., et al. (2022) · Journal of Psychopharmacology · doi:10.1177/02698811211069113 · Cited by 45
“Given its importance for society, numerous studies have attempted to promote creativity in individuals (Carson, 2014; Gino et al., 2010; Scott et al., 2004).”
BackgroundErwin, A. K., Tran, K. N., & Koutstaal, W. (2022) · PLoS ONE · doi:10.1371/journal.pone.0265116 · Cited by 52
McLellan, R., & Nicholl, B. (2012) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2012.11.004 · Cited by 53
Alabbasi, A. M. A., & Cramond, B. L. (2016) · Roeper Review · doi:10.1080/02783193.2016.1247398 · Cited by 52
“Scott et al. (2004) stated, “Creativity ultimately involves the production of original, potentially workable, solutions to novel, ill-defined problems of relatively high complexity” (p. 362).”
BackgroundThe role of implicit theories, age, and gender in the creative performance of children and adults
Warren, F., Mason‐Apps, E., Hoskins, S., Azmi, Z., & Boyce, J. (2018) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2018.03.010 · Cited by 46
Development of Creative Thinking Skills in the Teaching-Learning Process
Rábanos, N. L. (2021) · IntechOpen eBooks · doi:10.5772/intechopen.97780 · Cited by 44
“These creative strategies are involved in idea production which is particularly effective in improving creative-related skills [42, 60].”
BackgroundEye-Closure Enhances Creative Performance on Divergent and Convergent Creativity Tasks
Ritter, S. M., Abbing, J., & van Schie, H. T. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.01315 · Cited by 43
Hirudayaraj, M., & Matić, J. L. (2021) · Human Resource Development Review · doi:10.1177/1534484321992476 · Cited by 43
“When looking to increase specific individual factors, organizations should Hirudayaraj and Matić 177 remember that creativity can be facilitated through training (Scott et al., 2004).”
BackgroundLeader Thinking, Follower Thinking: Leader Impacts on Follower Creative Performance
Mumford, M. D., Fichtel, M. W., England, S., & Newbold, T. R. (2022) · Annual Review of Organizational Psychology and Organizational Behavior · doi:10.1146/annurev-orgpsych-120920-045553 · Cited by 54
Causal Analysis to Enhance Creative Problem-Solving: Performance and Effects on Mental Models
Hester, K. S., Robledo, I. C., Barrett, J. D., Peterson, D. R., Hougen, D. F., Day, E. A., & Mumford, M. D. (2012) · Creativity Research Journal · doi:10.1080/10400419.2012.677249 · Cited by 43
“However, the evidence provided by Osburn and Mumford (2006), Scott et al. (2005), and Scott et al. (2004a, 2004b) suggests that one approach that is likely to prove effective in helping people apply knowledge in creative problem-solving is to provide them with more effective strategies for applying…”
BackgroundAn explicit cue improves creative analogical reasoning
Green, A. E., Cohen, M. S., Kim, J. U., & Gray, J. R. (2012) · Intelligence · doi:10.1016/j.intell.2012.08.005 · Cited by 44
The role of problem-based learning in developing creative expertise
Gallagher, S. A. (2015) · Asia Pacific Education Review · doi:10.1007/s12564-015-9367-8 · Cited by 58
“Students’ use of discrete skills improves under such targeted training (Ma 2006; Scott et al. 2004); however, this approach has limited value when trying to predict later creative achievement, and it falls short of the larger goal of preparing students to independently engage with a complex problem…”
Kandemir, M. A., & Gür, H. (2009) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2009.01.286 · Cited by 43
Celume, M.-P., Besançon, M., & Zenasni, F. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02611 · Cited by 57
“These abilities can be enhanced through creativity trainings (Scott et al., 2004), particularly through embodied creativity trainings (Byrge and Tang, 2015) such as drama-based trainings (e.”
BackgroundPEOPLE: International Journal of Social Sciences
Guntsadze, M. (2020) · PEOPLE International Journal of Social Sciences · doi:10.20319/pijss.2019.53.814821 · Cited by 43
Creative teaching of creativity teachers: Polish perspective
Karwowski, M., Gralewski, J., Lebuda, I., & Wiśniewska, E. (2006) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2006.10.004 · Cited by 43
Lee, K. C. (2023) · Heliyon · doi:10.1016/j.heliyon.2023.e20420 · Cited by 74
Effects of Association Instruction on Fourth Graders' Poetic Creativity in Taiwan
Cheng, Y., Wang, W., Liu, K.-S., & Chen, Y. (2010) · Creativity Research Journal · doi:10.1080/10400419.2010.481542 · Cited by 42
“Scott et al. (2004) conducted a metanalysis to examine the effects of creativity training and concluded that the more successful programs were likely to focus on the development of cognitive skills and heuristics involved in skill application, using realistic exercises appropriate to the domain at…”
Leading and Managing the Workplace: The Role of Executive Functions
Chan, T., Wang, I., & Ybarra, O. (2018) · Academy of Management Perspectives · doi:10.5465/amp.2017.0215 · Cited by 51
Creativity Encounters Between Children and Robots
Alves‐Oliveira, P., Arriaga, P., Cronin, M. A., & Paiva, A. (2020) · ACM/IEEE International Conference on Human-Robot Interaction (HRI) · doi:10.1145/3319502.3374817 · Cited by 47
“Creativity is a skill that can be developed if trained [18].”
BackgroundKligyte, V., Marcy, R. T., Sevier, S. T., Godfrey, E., & Mumford, M. D. (2007) · Science and Engineering Ethics · doi:10.1007/s11948-007-9035-4 · Cited by 45
Do different learning styles make a difference when it comes to creativity? An empirical study
Huang, T. (2018) · Computers in Human Behavior · doi:10.1016/j.chb.2018.10.003 · Cited by 41
Warnick, B. J., Kier, A. S., LaFrance, E. M., & Cuttler, C. (2021) · Journal of Business Venturing · doi:10.1016/j.jbusvent.2020.106088 · Cited by 44
Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review
Sibo, I. P. H., Celis, D. A. G., & Liou, S. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09866-1 · Cited by 45
“The continuous search for an answer to this question is essential to designing new strategies to develop, assess, and manage creative individuals (Scott et al., 2004; Vessey & Mumford, 2012).”
Kuo, C., & Yeh, Y. (2016) · Frontiers in Psychology · doi:10.3389/fpsyg.2016.01580 · Cited by 43
The Effects of a Verbal and a Figural Creativity Training on Different Facets of Creative Potential
Fink, A., Reim, T., Benedek, M., & Grabner, R. H. (2019) · The Journal of Creative Behavior · doi:10.1002/jocb.402 · Cited by 40
“…(e.g., processes related to idea generation, divergent thinking, brainstorming, etc.) and cognitive training (e.g., developing of specific problem-solving strategies such as conceptual combination; cf. Scott et al., 2004b) were particularly effective in improving creativity-related skills.”
BackgroundResultInfluentialDevelopment of creative thinking patterns via math and music
Azaryahu, L., Broza, O., Cohen, S., Hershkovitz, S., & Adi‐Japha, E. (2022) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2022.101196 · Cited by 40
Nguyen, C., Jensen, M. L., & Day, E. A. (2021) · European Journal of Information Systems · doi:10.1080/0960085x.2021.1931494 · Cited by 48
“In this vein, Scott et al.’s (2004) meta-analytic results also support the notion that self-paced exercises can enhance creativity.”
ResultKim, S., Chung, K.-S., & Yu, H. (2013) · The Journal of Creative Behavior · doi:10.1002/jocb.30 · Cited by 39
Thinking About Applications: Effects on Mental Models and Creative Problem-Solving
Barrett, J. D., Peterson, D. R., Hester, K. S., Robledo, I. C., Day, E. A., Hougen, D. F., & Mumford, M. D. (2013) · Creativity Research Journal · doi:10.1080/10400419.2013.783758 · Cited by 42
“…(Mumford & Gustafson, 2007) and the production of higher quality, more original, and more elegant solutions to these problems (Besemer & O’Quinn, 1999), there would seem to be value in training people to think about applications in attempts to improve creativity (Scott et al., 2004a, 2004b).”
BackgroundMindfulness and creativity in the workplace
Kudesia, R. S. (2015) · Cambridge University Press eBooks · doi:10.1017/cbo9781107587793.010 · Cited by 43
Kombeiz, O., & Steidle, A. (2017) · Ergonomics · doi:10.1080/00140139.2017.1349940 · Cited by 42
“openness for experience, McCrae 1987) that determines the recruitment of individuals for creative work (Scott et al. 2004).”
BackgroundExplaining the relationship between job insecurity and creativity
Probst, T. M., Chizh, A., Hu, S., Jiang, L., & Austin, C. (2019) · Career Development International · doi:10.1108/cdi-04-2018-0118 · Cited by 39
Groyecka-Bernard, A., Gajda, A., Jankowska, D. M., Sorokowski, P., & Karwowski, M. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100693 · Cited by 39
Braslauskas, J. (2021) · Creativity Studies · doi:10.3846/cs.2021.14583 · Cited by 66
“Grakauskaitė-Karkockienė (2010, p. 69) notes that some authors (Simonton, 2000; Scott et al., 2004) see creativity as successful exploitation of circumstances and opportunities, therefore propose to apply social interaction techniques to develop creativity.”
BackgroundCreativity in architecture design studio. Assessing students’ and instructors’ perception
Doheim, R. M., & Yusof, N. (2019) · Journal of Cleaner Production · doi:10.1016/j.jclepro.2019.119418 · Cited by 38
An Evidence-Based Review of Creative Problem Solving Tools
Vernon, D. J., Hocking, I., & Tyler, T. C. (2016) · Human Resource Development Review · doi:10.1177/1534484316641512 · Cited by 38
“…there is a consensus regarding the beneficial effects of creative problem solving training schemes (Ma, 2006; Mansfield, Busse, & Kreplka, 1978; Scott et al., 2004a, 2004b) there is little empirical research identifying whether the specific tools used within each of the main stages (i.e.,…”
ResultGetting leaders to think: Effects of training, threat, and pressure on performance
Barrett, J. D., Vessey, W. B., & Mumford, M. D. (2011) · The Leadership Quarterly · doi:10.1016/j.leaqua.2011.05.012 · Cited by 37
Modeling the influence of trust on work team performance
Martı́nez-Miranda, J., & Pavón, J. (2011) · SIMULATION · doi:10.1177/0037549711404714 · Cited by 37
Cousijn, J., Zanolie, K., Munsters, R. J. M., Kleibeuker, S. W., & Crone, E. A. (2014) · PLoS ONE · doi:10.1371/journal.pone.0105780 · Cited by 39
“It has previously been argued that training programs with less active guidance are negatively related to the training effect size [48].”
BackgroundWhat Is the Fundamental? The Role of Cognition in Creativity and Innovation
Mumford, M. D., Hunter, S. T., & Byrne, C. L. (2009) · Industrial and Organizational Psychology · doi:10.1111/j.1754-9434.2009.01158.x · Cited by 36
Teaching Creative Process across Disciplines
Daly, S. R., Mosyjowski, E. A., & Seifert, C. M. (2016) · The Journal of Creative Behavior · doi:10.1002/jocb.158 · Cited by 36
“In a meta-analysis of studies on the effectiveness of instruction, Scott, Leritz, and Mumford (2004) found that creativity training helped individuals to develop their creative skills (as measured in tests of divergent thinking, problem solving, performance, attitudes, and behavior).”
BackgroundLi, C., Wang, M., Chen, Y., Niu, W., Hong, M., & Yu-hong, Z. H. U. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.763948 · Cited by 59
“Start from scratch”: Integrating computational thinking skills in teacher education program
Broza, O., Biberman-Shalev, L., & Chamo, N. (2023) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2023.101285 · Cited by 46
Yu, H., Zhang, J., & Zou, R. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.601200 · Cited by 41
“In the fields of education and management, although the positive impact of learning on innovation has been extensively verified, the learning pattern is basically a well-designed formal learning project with structured content (Scott et al., 2004).”
BackgroundGenetic and environmental influences on applied creativity: A reared-apart twin study
Velázquez, J. M. A., Segal, N. L., & Horwitz, B. N. (2014) · Personality and Individual Differences · doi:10.1016/j.paid.2014.11.014 · Cited by 35
A Review of the Effectiveness of Creative Training on Adult Learners
Tsai, K. C. (2013) · Journal of Social Science Studies · doi:10.5296/jsss.v1i1.4329 · Cited by 34
“Scott, Leritz, and Mumford (2004) conducted another quantitative meta-analysis of creativity training with a careful examination of external validity, internal validity, course content, and delivery method.”
BackgroundResultInfluentialTraining Insightful Problem Solving: Effects of Realistic and Puzzle-Like Contexts
Cunningham, J., & MacGregor, J. N. (2008) · Creativity Research Journal · doi:10.1080/10400410802278735 · Cited by 34
“…practice, idea generation, analyzing thought processes, divergent thinking questions, role plays, inventories, and checklists have been reported to be useful for training students in solving less realistic problems involving computations, word associations, or puzzle solving (Scott et al., 2004).”
BackgroundMartin, L. E., Stenmark, C. K., Thiel, C. E., Antes, A. L., Mumford, M. D., Connelly, S., & Devenport, L. D. (2011) · Ethics & Behavior · doi:10.1080/10508422.2011.551470 · Cited by 33
“Research examining complex cognition (eg, Scott, Leritz, & Mumford, 2004a , 2004b ) has indicated that people can acquire strategies when working through complex problems and that application of these strategies influences subsequent problem solutions.”
BackgroundSeiler, S., Fischer, A., & Voegtli, S. A. (2011) · Ethics & Behavior · doi:10.1080/10508422.2011.622177 · Cited by 37
Using creative problem solving to promote students’ performance of concept mapping
Tseng, K., Chang, C., Lou, S., & Hsu, P. S. (2013) · International Journal of Technology and Design Education · doi:10.1007/s10798-012-9230-8 · Cited by 35
Creative Problem Solving in Second Life: An Action Research Study
Larach, D. E. U., & Cabra, J. F. (2010) · Creativity and Innovation Management · doi:10.1111/j.1467-8691.2010.00550.x · Cited by 33
Protzko, J., & Schooler, J. W. (2017) · Wiley eBooks · doi:10.1002/9781119095910.ch6 · Cited by 36
Enhancing creativity by training metacognitive skills in mental imagery
May, J., Redding, E., Whatley, S., Łucznik, K., Clements, L., Weber, R., Sikorski, J., & Reed, S. (2020) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2020.100739 · Cited by 37
Design creativity: static or dynamic capability?
Azadegan, A., Bush, D. H., & Dooley, K. J. (2008) · International Journal of Operations & Production Management · doi:10.1108/01443570810881794 · Cited by 32
“, 1993; Perry-Smith and Shalley, 2003) and the role of training and improvements in enhancing creativity (Scott et al., 2004; Wang and Horng, 2002; Birdi, 2005).”
BackgroundUnderstanding Analogical Reasoning in Biomimetic Design: An Inductive Approach
Cheong, H., Hallihan, G. M., & Shu, L. H. (2014) · Springer eBooks · doi:10.1007/978-94-017-9112-0_2 · Cited by 32
Conceptualising curricular space in busyness education: An aesthetic approximation
Blasco, M. (2015) · Management Learning · doi:10.1177/1350507615587448 · Cited by 32
“…world and in the knowledge economy more broadly and is widely recognised as a major factor in a society’s economic growth and prosperity (Albornoz and Rocco, 2009; Baumol, 2004: 11; Bridgstock and Hearn, 2012; Gundry et al., 2014; Livingston, 2010; Scott et al., 2004; Sursock et al., 2010).”
BackgroundInfluentialBasadur, M., & Basadur, T. (2011) · Psychology of Aesthetics Creativity and the Arts · doi:10.1037/a0017757 · Cited by 34
Short Term Intervention Model for Enhancing Divergent Thinking among School Aged Children
Doron, E. (2016) · Creativity Research Journal · doi:10.1080/10400419.2016.1195616 · Cited by 39
“There are also comprehensive meta-analyses of creativity training techniques and programs concluding that creativity training, and in particular divergent thinking training, are effective (Rose & Lin, 1984; Scott et al., 2004a, 2004b; Smith, 1998).”
BackgroundYeh, Y., Rega, E. M., & Chen, S. (2019) · Computers & Education · doi:10.1016/j.compedu.2019.05.007 · Cited by 31
Identifying creative thinking skills in subject matter bio-chemistry
Ernawati, M. D. W., Muhammad, D., Asrial, A., & Muhaimin, M. (2019) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v8i4.20257 · Cited by 31
“Importantly, various behavioral studies have been shown that creative thinking skills can be enhanced [28-36].”
BackgroundCreativity training enhances goal-directed attention and information processing
Bott, N. T., Quintin, E., Saggar, M., Kienitz, E., Royalty, A., Hong, D. W.-C., Liu, N., Chien, Y.-H., Hawthorne, G., & Reiss, A. L. (2014) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2014.03.005 · Cited by 35
“Scott et al. (2004) review of seventy creativity-training based intervention studies found trainingelated changes in younger participants with moderate to large effect sizes across modality, setting, and population. lthough a large set of studies show efficacy of targeted training to enhance…”
BackgroundThe effectiveness of the Creative Reversal Act (CREACT) on students’ creative thinking
Sak, U., & Oz, O. (2009) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2009.09.004 · Cited by 31
Creativity in the Design Curriculum
Hokanson, B. (2006) · Journal of Visual Literacy · doi:10.1080/23796529.2006.11674631 · Cited by 30
“Discussion This study indicates that creativity can be developed through instruction in a course setting; the findings are consistent with a number of studies both in terms of scale of change and details of instruction (Scott et al., 2004).”
MethodResultInfluentialContent Matters: Why Nurturing Creativity Is So Different in Different Domains
Baer, J. (2016) · Creativity theory and action in education · doi:10.1007/978-3-319-21924-0_8 · Cited by 29
Ritter, S. M., & Rietzschel, E. F. (2017) · Springer eBooks · doi:10.1007/978-3-319-57306-9_5 · Cited by 32
Improving Creativity in Organizational Settings
Reiter‐Palmon, R., Mitchell, K. S., & Royston, R. P. (2019) · Cambridge University Press eBooks · doi:10.1017/9781316979839.026 · Cited by 34
Creativity in Electrical Engineering Degree Programs: Where Is the Content?
Valentine, A., Belski, I., Hamilton, M., & Adams, S. D. (2019) · IEEE Transactions on Education · doi:10.1109/te.2019.2912834 · Cited by 32
“Meta-reviews have concluded that creativity training is generally an effective way to enhance creativity performance [32], [33].”
The effect of Hatha yoga intervention on students' creative ability.
Bollimbala, A., James, P. S., & Ganguli, S. (2020) · Acta Psychologica · doi:10.1016/j.actpsy.2020.103121 · Cited by 30
The effects of board games on creative potential
Mercier, M., & Lubart, T. (2021) · The Journal of Creative Behavior · doi:10.1002/jocb.494 · Cited by 30
Mims, L., Rubenstein, L. D., & Thomas, J. (2022) · Review of Research in Education · doi:10.3102/0091732x221084331 · Cited by 31
“Creativity can be taught and, while all students have creative abilities, they can grow in their creative thinking and production (Bi et al., 2020; Ma, 2006; Scott et al., 2004).”
Background
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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