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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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“Research shows that creativity is a quality that can be developed in an employee (Scott, Leritz, & Mumford, 2004), directing managers to look for ways to improve their employees ’ creativity.”
BackgroundConnecting creativity, confidence, and unconventional career plans
Miller, A. L., & Álvarez‐Huerta, P. (2022) · Journal of Education and Work · doi:10.1080/13639080.2022.2128185 · Cited by 5
“Scott, Leritz, and Mumford (2004) found that creativity training made a positive contribution to divergent thinking, problem solving, performance, and creative attitudes and behaviours in a meta-analysis of the effectiveness of creativity training.”
BackgroundHow Do Students Develop Creativity and Curiosity? The Role of Out-of-School Activities
Zhang, J., Shuming, F., & Huang, Z. (2024) · ECNU Review of Education · doi:10.1177/20965311241228282 · Cited by 9
Creative Thinking Skills and Executive Functions in Preadolescent Children
Segundo‐Marcos, R., Merchán, A., López-Fernández, V., & Daza, M. T. (2024) · Creativity Research Journal · doi:10.1080/10400419.2024.2312345 · Cited by 13
“…flexible and open environments) might promote the acquisition of cognitive and creative skills by encouraging students’ autonomy, committing them in their own learning and the engaging in cooperative relationships (Sabol, Soliday Hong, Pianta, & Burchinal, 2013; Scott, Leritz, & Mumford, 2004).”
Enhancing Gifted Students' Creative Thinking Through Science Laboratory
Coştu, F. (2024) · European Journal of Education · doi:10.1111/ejed.12784 · Cited by 5
Saggar, M., Hawthorne, G., Quintin, E., Kienitz, E., Bott, N. T., Hong, D. W.-C., Chien, Y.-H., Liu, N., Royalty, A., & Reiss, A. L. (2014) · Understanding innovation · doi:10.1007/978-3-319-06823-7_3 · Cited by 5
Dual cognitive pathways to voice quality: Frequent voicers improvise, infrequent voicers elaborate
Wolsink, I., Hartog, D. N. D., Belschak, F. D., & Sligte, I. G. (2019) · PLoS ONE · doi:10.1371/journal.pone.0212608 · Cited by 5
Kowalski, F. V., Kowalski, S. E., Kohl, P. B., & Kuo, H.-P. V. (2020) · ASEE Annual Conference & Exposition · doi:10.18260/1-2--22546 · Cited by 4
“Furthermore, a meta-analysis of 70 studies in a variety of disciplines unequivocally concluded that well-designed creativity training can be effective [2].”
BackgroundAl-Jabri, M. S., Seyabi, F. A. A., Al-Humaidi, S., & Hasan, A. (2020) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.19.4.15 · Cited by 5
Creative thinking and insight problem-solving in Keats’ “When I have fears … ”
Beccone, S. (2020) · Cogent Arts and Humanities · doi:10.1080/23311983.2020.1760186 · Cited by 10
“Even if in the past years cognitive psychologists have beenmodelling creativity as amultistage process (Wallas, 1926; Isaksen et al., 2000; Scott et al., 2004; Sternberg, 2006; Sawyer, 2012, p. 88), other recent views, such as the IDEOmodel (Innovation Design Engineering Organization), elaborated…”
BackgroundHanfy, H., Daleure, G. M., Abuquad, K., & Hosani, S. A. (2022) · English language teaching · doi:10.1007/978-981-16-8888-1_9 · Cited by 4
Creative Problem Solving: From Evolutionary and Everyday Perspectives
Puccio, G. J., & Modrzejewska-Świgulska, M. (2022) · Creativity in the twenty first century · doi:10.1007/978-3-030-99674-1_15 · Cited by 4
Ideefix – Entwicklung und Evaluierung eines Kreativitätstrainings für Kinder
Faßwald-Magnet, M., Hefler, H., Papousek, I., Weiss, E. M., & Fink, A. (2014) · Lernen und Lernstörungen · doi:10.1024/2235-0977/a000070 · Cited by 4
A Problem-Solving Approach to Teaching Creativity for Engineering and Other Disciplines
Bradford, C., Balgeman, Z., Aguilar, F., Khorbotly, S., & Budnik, M. (2014) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 4
Video Games and Malevolent Creativity
Cropley, D. H. (2015) · Elsevier eBooks · doi:10.1016/b978-0-12-801462-2.00003-5 · Cited by 4
Are We Fit To Graduate Creative Professionals?
Belski, I., & Belski, R. (2018) · IEEE International Conference on Teaching, Assessment, and Learning for Engineering · doi:10.1109/tale.2018.8615357 · Cited by 4
“Moreover, it has been reported that creativity training enhanced creativity skills specifically in the domain of the training and did not result in improvements of creativity skills in other domains [20][21].”
BackgroundRosa, M. S. C., Rodrigues, L. A., & González, M. O. A. (2018) · Cited by 4
Improving the Students’ Creativity in Chinese Mathematics Classrooms
Zhang, C., Wu, J., Cheng, L., Chen, X., Ma, X., & Chen, Y. (2020) · Creative Education · doi:10.4236/ce.2020.119120 · Cited by 4
“Creativity can be developed in educational environments (Daniel & Laura, 2020; Davies et al., 2013; Scott et al., 2004).”
BackgroundA novel systematic product ideation model using technology trends
Tauqeer, M. A., & Bang, K. E. (2020) · International Journal of Innovation Science · doi:10.1108/ijis-04-2020-0044 · Cited by 4
A new course on creativity in an engineering program: Foundations and issues
Morin, S., Robert, J.-M., & Gabora, L. M. (2014) · International Conference on Innovative Design and Manufacturing (ICIDM) · doi:10.1109/idam.2014.6912706 · Cited by 4
“In the 1990’s, J.B. Carroll develop an intelligence model that was well accepted by many scientists (Carroll, 1993, Newton and McGrew, 2010).”
BackgroundDifferentielle Effekte der Mind-Map-Technik auf das kreative Lösen von unstrukturierten Problemen
Malycha, C. P., & Maier, G. W. (2012) · Zeitschrift für Pädagogische Psychologie · doi:10.1024/1010-0652/a000065 · Cited by 4
Tang, M. (2015) · Creativity Theories – Research – Applications · doi:10.1515/ctra-2015-0012 · Cited by 4
Krotký, J., & Simbartl, P. (2016) · Journal of Technology and Information · doi:10.5507/jtie.2016.021 · Cited by 4
The Psychology of Creativity: A Discussion Between Creative Potential and Its Realization
Gralewski, J. (2015) · Creativity Theories – Research – Applications · doi:10.1515/ctra-2015-0007 · Cited by 4
CREATIVITY TECHNIQUES IN MARKETING - MANAGERS' EXPERTISE COMPARED TO ITS PRACTICAL APPLICATION
Jerzyk, E. (2014) · Cited by 4
Creativity at Work: Trends and Perspectives
Mendonça, H., Veiga, H. M. D. S., & Macambira, M. O. (2017) · Springer eBooks · doi:10.1007/978-3-319-64304-5_2 · Cited by 4
Apps flexibility of augmented reality tales.
Acuña, B. P. (2020) · Repositorio Institucional de la Universidad de Huelva (Universidad de Huelva) · doi:10.5281/zenodo.4292729 · Cited by 4
JOURNAL OF BEHAVIORAL SCIENCES IN ASIA
Manavipour, P. D. (2014) · ADVANCED SCIENCES INDEX · Cited by 4
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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