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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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Agnoli, S., Mastria, S., Mancini, G., Corazza, G. E., Franchin, L., & Pozzoli, T. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11010011 · Cited by 21
“Therefore, we suggest that, starting from successful trainings of creative potential (see Scott et al. 2004a, 2004b) and trait emotional intelligence (see Nelis et al. 2009), integrated interventions targeting children’s cognitive and emotional aspects of creative potential and teachers’ perception…”
Creativity Perspective on Entrepreneurship
Tang, C., Byrge, C., & Zhou, J. (2018) · Springer eBooks · doi:10.1007/978-3-319-91611-8_5 · Cited by 12
Using artwork as problem context in generic critical thinking instruction: A strategy for thoughts
Ku, K. Y. L., Lee, V. S. L., & Ellis, J. W. (2017) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2017.07.001 · Cited by 12
The Intrapreneurial Nature of Organizational Innovation: Toward a New Process Model
Hecker, A. (2017) · International Journal of Innovation · doi:10.5585/iji.v5i3.208 · Cited by 12
Differences in Creative Problem‐Solving Preferences Across Occupations
Puccio, G. J., Miller, B., & Acar, S. (2018) · The Journal of Creative Behavior · doi:10.1002/jocb.241 · Cited by 12
Model of entrepreneurship competence as a basis for the development of entrepreneurship education
Venesaar, U., Täks, M., Arro, G., Malleus, E., Loogma, K., Mädamürk, K., Titov, E., & Toding, M. (2018) · Eesti Haridusteaduste Ajakiri = Estonian Journal of Education · doi:10.12697/eha.2018.6.2.06 · Cited by 18
Creativity in graduate business education: Constitutive dimensions and connections
Sosa, R., & Kayrouz, D. (2019) · Innovations in Education and Teaching International · doi:10.1080/14703297.2019.1628799 · Cited by 14
“Training programs have often emphasised the development of cognitive skills and heuristics (Scott et al., 2004), whereas we have experienced the most significant drivers as those coupled with meta-cognitive processes and personal dimensions that can be realised through collaboration.”
BackgroundHow to Shape the Employees’ Sustainable Work Attitude: The Moderating Effect of Supervisor Attitudes
Ma, H., Kao, J., Kao, R., & Cho, C.-C. (2020) · Sustainability · doi:10.3390/su12208331 · Cited by 12
“Nowadays, people are more likely to believe that the proper employee training and their suitable experience are required to construct the organizational core competencies [7].”
BackgroundSecondary Education in COVID Lockdown: More Anxious and Less Creative—Maybe Not?
Patston, T., Kennedy, J., Jaeschke, W., Kapoor, H., Leonard, S. N., Cropley, D. H., & Kaufman, J. C. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.613055 · Cited by 12
Psychometric properties of Guiding Creative Thinking Competency Scale
Sayı, A. K., & Akgül, S. (2021) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2021.100811 · Cited by 12
Skills for creativity in games design
Jeffries, K. K. (2010) · Design Studies · doi:10.1016/j.destud.2010.07.001 · Cited by 12
Assessing Creativity in Secondary Schools: A Focus on the Impact of an Arts‐based Intervention
Briguglio, M., Baldacchino, L., & Mangion, M. (2022) · The Journal of Creative Behavior · doi:10.1002/jocb.543 · Cited by 11
More Creative Activities, Lower Creative Ability: Exploring an Unexpected PISA Finding
Kagan, S., & Dumas, D. (2025) · The Journal of Creative Behavior · doi:10.1002/jocb.70035 · Cited by 13
Relationship between Creativity, Personality and Entrepreneurship: An Exploratory Study
Campos, H. M., Rubio, A. M., Atondo, G. H., & Palma, Y. (2015) · International Business Research · doi:10.5539/ibr.v8n8p59 · Cited by 11
Psychological and Neuroscientific Perspectives on Mathematical Creativity and Giftedness
Cropley, D. H., Westwell, M. S., & Gabriel, F. C. (2016) · Advances in mathematics education · doi:10.1007/978-3-319-38840-3_12 · Cited by 11
Exploring differences in creativity across academic majors for high-ability college students
Miller, A. L., & Smith, V. A. (2017) · Gifted and Talented International · doi:10.1080/15332276.2018.1435355 · Cited by 11
Chaubey, A., & Sahoo, C. K. (2019) · Industrial and Commercial Training · doi:10.1108/ict-09-2018-0079 · Cited by 11
How Organisers Understand and Promote Participants’ Creativity in Game Jams
Falk, J., Biskjær, M. M., Halskov, K., & Kultima, A. (2021) · International Conference on Game Jams, Hackathons, and Game Creation Events (ICGJ) · doi:10.1145/3472688.3472690 · Cited by 11
“Novelty Providing Talks and Facilitating Discussion Provide talks on how everyone is capable of being creative, the underlying concepts of creativity and how these may be implied in practice [54] Organising Activities Encourage divergent thinking [1, 15, 24] Spend time on problem searching rather than problem solving…”
BackgroundZanin, A. C., Avalos, B. L., Town, S., Tracy, S. J., & Stanley, B. L. (2021) · Health Communication · doi:10.1080/10410236.2021.2010347 · Cited by 11
“Researchers agree that creativity is related to a set of skills that can be taught (Scott et al., 2004).”
BackgroundCreative problem solving and facial expressions: A stage based comparison
Kumar, M., Roy, S., Bhushan, B., & Sameer, A. (2022) · PLoS ONE · doi:10.1371/journal.pone.0269504 · Cited by 11
“The cognitive mechanisms underlying the creative process have been the focus of creativity research for decades [1].”
BackgroundBrandon, L. E., Reis, S. M., Renzulli, J. S., & Beghetto, R. A. (2022) · Creativity Research Journal · doi:10.1080/10400419.2022.2110416 · Cited by 11
“Teacher training in techniques to promote student creativity is effective (Scott, Leritz, & Mumford, 2004; Tran, Ho, Mackenzie, & Le, 2017), but many teachers have not been trained in these methods (Bereczki & Kárpáti, 2018).”
BackgroundAndersen, L. (2011) · Journal of educational multimedia and hypermedia · Cited by 11
Electronic Brainstorming Research and its Implications for E-Planning
Paulus, P. B. (2015) · International Journal of E-Planning Research · doi:10.4018/ijepr.2015010103 · Cited by 11
Developing Leadership for Creative Efforts
Mumford, M. D., & Gibson, C. (2011) · Advances in Developing Human Resources · doi:10.1177/1523422311425003 · Cited by 11
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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