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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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“…are as follows: Practising divergent thinking, “the capacity to generate multiple alternative solutions as opposed to the one correct solution” (Scott et al., 2004), is a must as this skill is usually the least represented in typical engineering courses (Daly et al., 2014) in spite of being…”
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“…to act positively on their creative potential and creative activity skills (Basadur et al., 1982; Gordon, 1968; Osborn, 1963) in various ways such as the use of creative idea production training or creative imagery, essentially based on visualization (Scott et al., 2004a&b; Burroughs et al., 2011).”
BackgroundEntwicklungspotenzial im Kunstunterricht sowie in der Lehrerausbildung
Szettele, K., & Balzarek, H. (2021) · R&E-SOURCE · doi:10.53349/resource.2021.i16.a996 · Cited by 1
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“and developed by environmental factors (Scott et al., 2004).”
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“Esta investigación coincide con los hallazgos de los estudios de Scott et al. (2009) y Barbot et al. (2016), al poner en valor que los productos creativos y críticos son más eficaces y complejos cuando su realización se enmarca en un dominio específico y en un contexto auténtico.”
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Getting curiouser and curiouser about creativity: The search for a nuanced model
Horton, C. B., & Mason, M. F. (2024) · Behavioral and Brain Sciences · doi:10.1017/s0140525x23003345 · Cited by 1
Ya, Z., Xu, Y., Zhang, Q., Long, T., & Dai, Z. (2024) · Lecture notes in computer science · doi:10.1007/978-981-97-4442-8_26 · Cited by 1
Creativity Enhancement: A Primer
Ding, K., & Kenett, Y. N. (2024) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780197677131.013.21 · Cited by 1
Avellan, T., Baltzar, P., & Turunen, M. (2024) · International Academic Mindtrek Conference (Mindtrek) · doi:10.1145/3681716.3681720 · Cited by 1
“The SCAMPER technique is traditionally designed to encourage divergent thinking, but it is also used for creative problem-solving and product design [11, 16, 22].”
The Intersection of Creativity and Leadership in Education
Holinger, M., Puccio, G. J., & Loehr, P. (2025) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780197698181.013.0019 · Cited by 1
Baldini, M. A., Cincimino, S., & Tomaselli, S. (2025) · Corporate Board role duties and composition · doi:10.22495/cbv21i2art1 · Cited by 1
“Scott et al. (2004) conducted a meta-analysis of 70 studies, concluding that creativity training programs can actually improve creative performance.”
Can creative musical and mathematical thinking be developed among first and second graders?
Azaryahu, L., Broza, O., Sasson, O., Hershkovitz, S., & Adi‐Japha, E. (2025) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2025.101916 · Cited by 1
Fissler, P., Bernhardt, M., Wenzel, M., Filippi, M., Vandersmissen, A., Malycha, C. P., Pruessner, J. C., & Krähenmann, R. (2025) · Creativity Research Journal · doi:10.1080/10400419.2025.2522582 · Cited by 1
“It was found that conceptual combination plays a significant role in creativity (Malycha & Maier, 2017b; Scott et al., 2004a, 2005).”
Sato, T., & Inamizu, N. (2025) · Annals of Business Administrative Science · doi:10.7880/abas.0250716a · Cited by 1
Innovation in Manufacturing: What Next?
Duin, H., Oliveira, M., & Thoben, K. (2010) · IFAC Proceedings Volumes · doi:10.3182/20100908-3-pt-3007.00052 · Cited by 1
TA Longitudinal Study of the Effect of Creativity Educational Program
Lew, K.-H. (2012) · Journal of the Korea Academia-Industrial cooperation Society · doi:10.5762/kais.2012.13.10.4536 · Cited by 1
Contemporary Creativity Research in Taiwan: A Critical Review
Tsai, K. C. (2014) · International Journal of Culture and History · doi:10.5296/ijch.v1i2.6416 · Cited by 1
Preparations for the New: Reaching and Teaching Creativity with Adaptive Technologies
Jaeger, G. (2016) · Educational Technology archive · Cited by 1
Mumford, M. D., & Mulhearn, T. J. (2018) · Proceedings of the Institution of Mechanical Engineers Part C Journal of Mechanical Engineering Science · doi:10.1177/0954406218763449 · Cited by 1
“For example, misconceptions still exist with respect to the ability to define and, by extension, teach creativity despite evidence to the contrary.(11) Another one of these myths, the myth of creative genius, holds that by virtue of their autonomy, introversion, and given ability, creative people do not need to be led…”
BackgroundThe Role of Creative Capacity in the 21st Century Army ☆
Ruark, G. A., Blacksmith, N., & Wallace, L. S. (2018) · Elsevier eBooks · doi:10.1016/b978-0-12-813238-8.00016-4 · Cited by 1
Marthaler, F., Heimicke, J., Ou, J., Reiß, N., Bursac, N., & Albers, A. (2019) · Procedia CIRP · doi:10.1016/j.procir.2019.04.313 · Cited by 1
Royalty, A., Chen, H. L., Roth, B., & Sheppard, S. (2019) · Understanding innovation · doi:10.1007/978-3-030-28960-7_4 · Cited by 1
Kiptala, W., & Kipruto, J. (2020) · The International Journal of Science & Technoledge · doi:10.24940/theijst/2020/v8/i10/st2010-007 · Cited by 1
Tsujimura, S., Yairi, M., & Okita, T. (2022) · Applied Sciences · doi:10.3390/app12052265 · Cited by 1
Cohrs, C., & Millhoff, C. (2020) · Springer eBooks · doi:10.1007/978-3-662-61130-2_12 · Cited by 1
Esjeholm, B.-T., & Bungum, B. (2017) · Springer international handbooks of education · doi:10.1007/978-3-319-44687-5_42 · Cited by 2
Predicting Creativity in Online Courses
Rüdian, S., Haase, J., & Niels Pinkwart, C. (2022) · IEEE International Conference on Advanced Learning Technologies (ICALT) · doi:10.1109/icalt55010.2022.00056 · Cited by 1
ghandehari, E. N., Mokhtari, S., & Borhani, K. (2022) · فصلنامه روان شناسی کاربردی · doi:10.52547/apsy.2021.224313.1196 · Cited by 1
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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