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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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“…2008; Ennis, 2015), problem solving (Davidson, 2002), leadership (Cress et al., 2001; Leuci et al., 2014; Tilstra, 2008), and creative thinking (Scott et al., 2004; Sternberg, 2006) that the aforementioned competencies are increasingly crucial for students in responding challenges such global…”
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“As a result, various interventions have been developed to enhance creative thinking in both children and adults (for meta-analyses and systematic reviews, see Alves-Oliveira et al., 2021; Haase et al., 2023; Ruiz-Del-Pino et al., 2022; Scott et al., 2004a, 2004b).”
Creativeable: Leveraging AI for Personalized Creativity Enhancement
Nitzav, A. K., & Kenett, Y. N. (2025) · AI · doi:10.3390/ai6100247 · Cited by 8
“This is under the largely agreed assumption that creativity can be nur-tured and enhanced [10–12].”
InfluentialBower, J., Acar, S., & Kursuncu, U. (2023) · Journal of Advanced Academics · doi:10.1177/1932202x231211633 · Cited by 11
“The story of human survival and progress has developed through a capacity for creativity (Puccio, 2017), which is a trainable skill (Fryer & Collings, 1991; Scott et al., 2004).”
BackgroundBeaudoin, M. E., Jones, K. M., Jerome, B., Martinez, D., George, T., & Pandža, N. B. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1335864 · Cited by 7
Robledo, I. C., Hester, K. S., Peterson, D. R., & Mumford, M. D. (2011) · Elsevier eBooks · doi:10.1016/b978-0-12-374714-3.00027-6 · Cited by 7
Task Variation and Mental Models Divergence Influencing the Transfer of Team Learning
Toader, A. F., & Kessler, T. (2018) · Small Group Research · doi:10.1177/1046496418786429 · Cited by 7
Creativity, emotion and art:Development and initial evaluation of a workshop for professional adults
Ebert, M., Hoffmann, J. D., Ivčević, Z., Phan, C., & Brackett, M. A. (2015) · Lancaster EPrints (Lancaster University) · Cited by 7
The Relationship between Creativity and Feedback
Holinger, M., & Kaufman, J. C. (2018) · Cambridge University Press eBooks · doi:10.1017/9781316832134.028 · Cited by 7
The Effect of OPPEMEI Model on Students’ Creative Thinking Skill and Cognitive Learning Achievement
Agustiana, I. G. A. T., Agustini, R., Ibrahim, M., & Tika, I. N. (2020) · International Joint Conference on Science and Engineering (IJCSE) · doi:10.2991/aer.k.201124.040 · Cited by 7
“Initiative to facilitate creativity is very important since a crisis in creativity has been identified, which shows a significant decrease in creativity since 1990s [14][15][16].”
BackgroundAl-Muhdhar, M. H. I., Basaroh, A. S., Prasetyo, T. I., Sumberartha, I. W., Mardiyanti, L., & Fanani, Z. (2021) · AIP conference proceedings · doi:10.1063/5.0043102 · Cited by 7
Creative Thinking in the Real World
Mumford, M. D., Martin, R., Elliott, S., & McIntosh, T. J. (2018) · Cambridge University Press eBooks · doi:10.1017/9781108185936.013 · Cited by 7
Bushra, M. F., Ahmad, A., Ahmad, W., Khattak, Z. Z., Saeed, I., Han, H., & Ariza‐Montes, A. (2022) · Journal of Retailing and Consumer Services · doi:10.1016/j.jretconser.2022.103086 · Cited by 7
Tang, Z., Xia, D., Li, X., Wang, X., Ying, J., & Yang, H. (2022) · International Journal of Technology and Design Education · doi:10.1007/s10798-022-09782-x · Cited by 8
“Some tools and strategies, such as brainstorming, random connections, and lines of evolution (an approach to find out the changes in the form of an idea or product), have been developed to assist students in developing novel and creative ideas (Scott et al., 2004; Ritter & Mostert, 2017).”
BackgroundThe creative catalyst: Developing student competency in opportunity recognition
Tynan, M. (2023) · Industry and Higher Education · doi:10.1177/09504222221138744 · Cited by 7
Impact of chronic physical activity on individuals’ creativity
Bollimbala, A., & James, P. S. (2023) · Psychological Research · doi:10.1007/s00426-023-01862-4 · Cited by 7
“Considering the benefits of creativity, researchers and educators have been exploring ways to enhance individuals’ creative potential (Scott et al., 2004), with some advocating the use of physical activity interventions as a means to foster and improve creativity (Hao et al., 2017; Kim, 2015).”
Sweetman, D. (2010) · Lincoln (University of Nebraska) · Cited by 7
Estratégias para criar no trabalho: proposição teórica e validação psicométrica de medida
de Moraes, M. M., & Lima, S. M. V. (2009) · Paidéia (Ribeirão Preto) · doi:10.1590/s0103-863x2009000300011 · Cited by 7
Construction or Demolition: Does Problem Construction Influence the Ethicality of Creativity?
Harris, D. J., Reiter‐Palmon, R., & Ligon, G. S. (2014) · Palgrave Macmillan UK eBooks · doi:10.1057/9781137333544_10 · Cited by 7
Development and Validation of the Information Systems Creative-Self-Efficacy Scale
Payne, K. C., Keith, M. J., Babb, J. S., & Spruill, A. N. (2018) · Hawaii International Conference on System Sciences (HICSS) · doi:10.24251/hicss.2018.017 · Cited by 7
“In summary, CreaSE has received limited attention (with exception [50]) in the IS context overall.”
BackgroundRoy, A., Das, B. K., Chandra, G., Das, A. K., & Raman, R. K. (2018) · Indian Journal of Fisheries · doi:10.21077/ijf.2018.65.2.71442-15 · Cited by 7
Enhancing Creativity in E-Planning
Paulus, P. B., & Baruah, J. (2018) · Advances in civil and industrial engineering book series · doi:10.4018/978-1-5225-5999-3.ch007 · Cited by 7
Does Practice Make Perfect? The Contrasting Effects of Repeated Practice on Creativity
Brucks, M. S., & Huang, S. (2020) · Journal of the Association for Consumer Research · doi:10.1086/709174 · Cited by 8
“…designed to immediately boost creativity (e.g., Dahl, Chattopadhyay, and Gorn 1999; Moreau and Dahl 2005; Mehta, Cheema, and Zhu 2012; Herd and Mehta 2018) or intensive instructional courses designed to teach creative thinking strategies (Rose and Lin 1984; Scott, Leritz, and Mumford 2004).”
BackgroundLee, Y. S. H., Cleary, P. D., & Nembhard, I. M. (2020) · Journal of General Internal Medicine · doi:10.1007/s11606-020-06139-9 · Cited by 10
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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