A comparison study from a creative thinking perspective in different domains as art education and non-art education students
Abstract
Creative thinking measurement for everyone in different domains is the most crucial critical subject. Therefore, the current discussion continues whether creativity in various fields different.This study aimed to measurement the students’ creative thinking scores in various domains disciplines to reveal differences. The main research question was as followed: Do whether students’creative thinking scores of students in art and non-art education differ significantly? The method was a causal-comparative research design. Participant students (N = 456, meanage = 16–21) were equivalent regarding some variations; as education disciplines and ages. While however, the art and non-art education students were the domain-specific was art education students, the and domaingeneral,was non-art education students respectively. The present study determined a significant difference between domain-specific and domain-general on creative thinking scores in favor of the non-art education students in the range of ages 16 to 21. The study concluded that alternative instruments with domain-specific content needed to measure individuals’ creative thinking in the domain-specific. This study suggested future research to conduct creativity measurement comparatively individuals in different age ranges and domains fields.
Keyword : creative thinking, creative thinking measurement, creative thinking subscales, domain- specific, general content domain
How to Cite
Ulger, K. (2023). A comparison study from a creative thinking perspective in different domains as art education and non-art education students. Creativity Studies, 16(1), 193–210. https://doi.org/10.3846/cs.2023.14593
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Cho, S. H., Nijenhuis, te J., Vianen, van A. E. M., Kim, H.‐B., & Lee, K. H. (2010). The relationship between diverse components of intelligence and creativity. Journal of Creative Behavior, 44(2), 125–137. https://doi.org/10.1002/j.2162-6057.2010.tb01329.x
Cropley, A. J. (2001). Creativity. Kogan Page.
Fink, A., Reim, Th., Benedek, M., & Grabner, R. H. (2020). The effects of a verbal and a figural creativity training on different facets of creative potential. Journal of Creative Behavior, 54(3), 676–685. https://doi.org/10.1002/jocb.402
Furnham, A., Batey, M., Booth, T. W., Patel, V., & Lozinskaya, D. (2011). Individual difference predictors of creativity in art and science students. Thinking Skills and Creativity, 6(2), 114–121. https://doi.org/10.1016/j.tsc.2011.01.006
Fusi, G., Lavolpe, S., Crepaldi, M., & Rusconi, M. L. (2021). The controversial effect of age on divergent thinking abilities: A systematic review. Journal of Creative Behavior, 55(2), 374–395. https://doi.org/10.1002/jocb.461
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Kandemir, M. A., & Kaufman, J. C. (2020). The Kaufman domains of creativity scale: Turkish validation and relationship to academic major. Journal of Creative Behavior, 54(4), 1002–1012. https://doi.org/10.1002/jocb.428
Kasirer, A., & Mashal, N. (2018). Fluency or similarities? Cognitive abilities that contribute to creative metaphor generation. Creativity Research Journal, 30(2), 205–211. https://doi.org/10.1080/10400419.2018.1446747
Kaufman, S. B. (2013). Opening up openness to experience: A four-factor model and relations to creative achievement in the arts and sciences. Journal of Creative Behavior, 47(4), 233–255. https://doi.org/10.1002/jocb.33
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Kim, K. H. (2006b). Is creativity unidimensional or multidimensional? Analyses of the Torrance tests of creative thinking. Creativity Research Journal, 18(3), 251–259. https://doi.org/10.1207/s15326934crj1803_2
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of creative thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805
Kim, K. H. (2017). The Torrance tests of creative thinking – figural or verbal: which one should we use? Creativity: Theories – Research – Applications, 4(2), 302–321. https://doi.org/10.1515/ctra-2017-0015
Kim, K. H., Cramond, B., & Bandalos, D. L. (2006). The Latent structure and measurement invariance of scores on the Torrance tests of creative thinking-figural. Educational and Psychological Measurement, 66(3), 459–477. https://doi.org/10.1177/0013164405282456
McKay, A. S., Karwowski, M., & Kaufman, J. C. (2016). Measuring the muses: Validating the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 11(2), 216–230. https://doi.org/10.1037/aca0000074
Miller, A. L., & Dumford, A. D. (2015). The influence of institutional experiences on the development of creative thinking in arts alumn. Studies in Art Education: A Journal of Issues and Research, 56(2), 168–182. https://doi.org/10.1080/00393541.2015.11518959
Palmiero, M., Giacomo, di D., & Passafiume, D. (2014). Divergent thinking and age-related changes. Creativity Research Journal, 26(4), 456–460. https://doi.org/10.1080/10400419.2014.961786
Qian, M., Plucker, J. A., & Yang, X. (2019). Is creativity domain specific or domain general? Evidence from multilevel explanatory item response theory models. Thinking Skills and Creativity, 33. https://doi.org/10.1016/j.tsc.2019.100571
Ramalingam, D., Anderson, P., Duckworth, D., Scoular, C., & Heard, J. (2020). Creative thinking: Definition and structure. The Australian Council for Educational Research, Ltd. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1038&context=ar_misc
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Ripple, R. E., & Jaquish, G. A. (1981). Fluency, flexibility, and originality in later adulthood. Educational Gerontology, 7(1), 1–10. https://doi.org/10.1080/0360127810070101
Rostan, S. M. (2005). Educational intervention and the development of young art students’ talent and creativity. Journal of Creative Behavior, 39(4), 237–261. https://doi.org/10.1002/j.2162-6057.2005.tb01260.x
Rostan, S. M. (2010). Studio learning: Motivation, competence, and the development of young art students’ talent and creativity. Creativity Research Journal, 22(3), 261–271. https://doi.org/10.1080/10400419.2010.503533
Runco, M. A. (2014). Creativity. Theories and themes: Research, development, and practice. Academic Press.
Runco, M. A. (2010). Testing creativity. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (pp. 170–174). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-044894-7.00239-6
Sagone, E., & Caroli, de M. E. (2012). Creativity and thinking styles in arts, sciences, and humanities high school students. International Journal of Developmental and Educational Psychology, 1(1), 441–450.
Said-Metwaly, S., Fernández-Castilla, B., Kyndt, E., & van den Noortgate, W. (2018). The factor structure of the figural Torrance tests of creative thinking: A meta-confirmatory factor analysis. Creativity Research Journal, 30(4), 352–360.
Scotney, V. S., Weissmeyer, S., Carbert, N., & Gabora, L. (2019). The ubiquity of cross-domain thinking in the early phase of the creative process. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01426
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Sternberg, R. J. (2020). What’s wrong with creativity testing? Journal of Creative Behavior, 54(1), 20–36. https://doi.org/10.1002/jocb.237
Taylor, Ch. L., & Kaufman, J. C. (2021). Values across creative domains. Journal of Creative Behavior, 55(2), 501–516. https://doi.org/10.1002/jocb.470
Torrance, E. P. (1972). Torrance tests of creative thinking: Directions manual and scoring guide. Figural test, booklet A. Personnel Press.
Torrance, E. P. (1966). Torrance tests of creative thinking: Norms technical-manual. Verbal tests, forms A and B. Figural tests, forms A and B. Personnel Pres. Inc.
Ulger, K. (2020). A review of the criteria of the prediction of students’ creative skills in the visual arts education. Creativity Studies, 13(2), 510–531. https://doi.org/10.3846/cs.2020.11860
Ulger, K. (2016). The creative training in the visual arts education. Thinking Skills and Creativity, 19, 73–87. https://doi.org/10.1016/j.tsc.2015.10.007
Ulger, K. (2015). The structure of creative thinking: Visual and verbal areas. Creativity Research Journal, 27(1), 102–106. https://doi.org/10.1080/10400419.2015.992689
Vries, de H. B., & Lubart, T. I. (2019). Scientific creativity: Divergent and convergent thinking and the impact of culture. Journal of Creative Behavior, 53(2), 145–155. https://doi.org/10.1002/jocb.184
Willemsen, R. H., Schoevers, E. M., & Kroesbergen, E. H. (2020). The structure of creativity in primary education: An empirical confirmation of the amusement park theory. Journal of Creative Behavior, 54(4), 857–870. https://doi.org/10.1002/jocb.411
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382–399. https://doi.org/10.1080/00393541.2009.11518783
Aslan, E. (2001). Torrance Yaratıcı Düşünce Testi’nin Türkçe Versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimler Dergisi, 14, 19–40.
Baer, J. (2016). Explorations in creativity research. Domain specificity of creativity. J. C. Kaufman (Series Ed.). Elsevier Inc.
Batey, M., Furnham, A., & Safiullina, X. (2010). Intelligence, general knowledge and personality as predictors of creativity. Learning and Individual Differences, 20(5), 532–535. https://doi.org/10.1016/j.lindif.2010.04.008
Blazhenkova, O., & Kozhevnikov, M. (2016). Types of creativity and visualization in teams of different educational specialization. Creativity Research Journal, 28(2), 123–135. https://doi.org/10.1080/10400419.2016.1162638
Broekhoven, van K., Belfi, B., Hocking, I., & Velden, van der R. (2020a). Fostering university students’ idea generation and idea evaluation skills with a cognitive-based creativity training. Creativity: Theories – Research – Applications, 7(2), 284–308. https://doi.org/10.2478/ctra-2020-0015
Broekhoven, van K., Cropley, D., & Seegers, Ph. (2020b). Differences in creativity across art and STEM Students: We are more alike than unalike. Thinking skills and creativity, 38. https://doi.org/10.1016/j.tsc.2020.100707
Cho, S. H., Nijenhuis, te J., Vianen, van A. E. M., Kim, H.‐B., & Lee, K. H. (2010). The relationship between diverse components of intelligence and creativity. Journal of Creative Behavior, 44(2), 125–137. https://doi.org/10.1002/j.2162-6057.2010.tb01329.x
Cropley, A. J. (2001). Creativity. Kogan Page.
Fink, A., Reim, Th., Benedek, M., & Grabner, R. H. (2020). The effects of a verbal and a figural creativity training on different facets of creative potential. Journal of Creative Behavior, 54(3), 676–685. https://doi.org/10.1002/jocb.402
Furnham, A., Batey, M., Booth, T. W., Patel, V., & Lozinskaya, D. (2011). Individual difference predictors of creativity in art and science students. Thinking Skills and Creativity, 6(2), 114–121. https://doi.org/10.1016/j.tsc.2011.01.006
Fusi, G., Lavolpe, S., Crepaldi, M., & Rusconi, M. L. (2021). The controversial effect of age on divergent thinking abilities: A systematic review. Journal of Creative Behavior, 55(2), 374–395. https://doi.org/10.1002/jocb.461
Haase, J., Hoff, E. V., Hanel, P. H. P., & Innes-Ker, Å. (2018). A meta-analysis of the relation between creative self-efficacy and different creativity measurements. Creativity Research Journal, 30(1), 1–16. https://doi.org/10.1080/10400419.2018.1411436
Hong, E., Peng, Y., & O’Neil, Jr. H. F. (2014). Activities and accomplishments in various domains: Relationships with creative personality and creative motivation in adolescence. Roeper Review, 36(2), 92–103. https://doi.org/10.1080/02783193.2014.884199
Huang, Ch.-F., & Wang, K.-Ch. (2019). Comparative analysis of different creativity tests for the prediction of students’ scientific creativity. Creativity Research Journal, 31(4), 443–447. https://doi.org/10.1080/10400419.2019.1684116
Humble, S., Dixon, P., & Mpofu, E. (2018). Factor structure of the torrance tests of creative thinking figural form A in Kiswahili speaking children: Multidimensionality and influences on creative behavior. Thinking Skills and Creativity, 27, 33–44. https://doi.org/10.1016/j.tsc.2017.11.005
Hyeon Paek, S., & Runco, M. A. (2018). A latent profile analysis of the criterion-related validity of a divergent thinking test. Creativity Research Journal, 30(2), 212–223. https://doi.org/10.1080/10400419.2018.1446751
José Pérez-Fabello, M. J., Campos, A., & Felisberti, F. M. (2018). Object-spatial imagery in fine arts, psychology, and engineering. Thinking Skills and Creativity, 27, 131–138. https://doi.org/10.1016/j.tsc.2017.12.005
Kandemir, M. A., & Kaufman, J. C. (2020). The Kaufman domains of creativity scale: Turkish validation and relationship to academic major. Journal of Creative Behavior, 54(4), 1002–1012. https://doi.org/10.1002/jocb.428
Kasirer, A., & Mashal, N. (2018). Fluency or similarities? Cognitive abilities that contribute to creative metaphor generation. Creativity Research Journal, 30(2), 205–211. https://doi.org/10.1080/10400419.2018.1446747
Kaufman, S. B. (2013). Opening up openness to experience: A four-factor model and relations to creative achievement in the arts and sciences. Journal of Creative Behavior, 47(4), 233–255. https://doi.org/10.1002/jocb.33
Kent State University. (2021a). Pearson correlation. https://libguides.library.kent.edu/spss/pearsoncorr
Kent State University. (2021b). SPSS tutorials: Independent samples t test. https://libguides.library.kent.edu/spss/independentttest
Kent State University. (2021c). SPSS Tutorials: One-Way ANOVA. https://libguides.library.kent.edu/spss/onewayanova
Kim, K. H. (2006a). Can we trust creativity tests? A review of the Torrance tests of creative thinking (TTCT). Creativity Research Journal, 18(1), 3–14. https://doi.org/10.1207/s15326934crj1801_2
Kim, K. H. (2006b). Is creativity unidimensional or multidimensional? Analyses of the Torrance tests of creative thinking. Creativity Research Journal, 18(3), 251–259. https://doi.org/10.1207/s15326934crj1803_2
Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the Torrance Tests of creative thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805
Kim, K. H. (2017). The Torrance tests of creative thinking – figural or verbal: which one should we use? Creativity: Theories – Research – Applications, 4(2), 302–321. https://doi.org/10.1515/ctra-2017-0015
Kim, K. H., Cramond, B., & Bandalos, D. L. (2006). The Latent structure and measurement invariance of scores on the Torrance tests of creative thinking-figural. Educational and Psychological Measurement, 66(3), 459–477. https://doi.org/10.1177/0013164405282456
McKay, A. S., Karwowski, M., & Kaufman, J. C. (2016). Measuring the muses: Validating the Kaufman domains of creativity scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 11(2), 216–230. https://doi.org/10.1037/aca0000074
Miller, A. L., & Dumford, A. D. (2015). The influence of institutional experiences on the development of creative thinking in arts alumn. Studies in Art Education: A Journal of Issues and Research, 56(2), 168–182. https://doi.org/10.1080/00393541.2015.11518959
Palmiero, M., Giacomo, di D., & Passafiume, D. (2014). Divergent thinking and age-related changes. Creativity Research Journal, 26(4), 456–460. https://doi.org/10.1080/10400419.2014.961786
Qian, M., Plucker, J. A., & Yang, X. (2019). Is creativity domain specific or domain general? Evidence from multilevel explanatory item response theory models. Thinking Skills and Creativity, 33. https://doi.org/10.1016/j.tsc.2019.100571
Ramalingam, D., Anderson, P., Duckworth, D., Scoular, C., & Heard, J. (2020). Creative thinking: Definition and structure. The Australian Council for Educational Research, Ltd. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1038&context=ar_misc
Reiter-Palmon, R., Forthmann, B., & Barbot, B. (2019). Scoring divergent thinking tests: A review and systematic framework. Psychology of Aesthetics, Creativity, and the Arts, 13(2), 144–152. https://doi.org/10.1037/aca0000227
Ripple, R. E., & Jaquish, G. A. (1981). Fluency, flexibility, and originality in later adulthood. Educational Gerontology, 7(1), 1–10. https://doi.org/10.1080/0360127810070101
Rostan, S. M. (2005). Educational intervention and the development of young art students’ talent and creativity. Journal of Creative Behavior, 39(4), 237–261. https://doi.org/10.1002/j.2162-6057.2005.tb01260.x
Rostan, S. M. (2010). Studio learning: Motivation, competence, and the development of young art students’ talent and creativity. Creativity Research Journal, 22(3), 261–271. https://doi.org/10.1080/10400419.2010.503533
Runco, M. A. (2014). Creativity. Theories and themes: Research, development, and practice. Academic Press.
Runco, M. A. (2010). Testing creativity. In P. Peterson, E. Baker, & B. McGaw (Eds.), International encyclopedia of education (pp. 170–174). Elsevier Ltd. https://doi.org/10.1016/B978-0-08-044894-7.00239-6
Sagone, E., & Caroli, de M. E. (2012). Creativity and thinking styles in arts, sciences, and humanities high school students. International Journal of Developmental and Educational Psychology, 1(1), 441–450.
Said-Metwaly, S., Fernández-Castilla, B., Kyndt, E., & van den Noortgate, W. (2018). The factor structure of the figural Torrance tests of creative thinking: A meta-confirmatory factor analysis. Creativity Research Journal, 30(4), 352–360.
Scotney, V. S., Weissmeyer, S., Carbert, N., & Gabora, L. (2019). The ubiquity of cross-domain thinking in the early phase of the creative process. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.01426
Stat.berkeley.edu. (2020). Type I and type II errors. https://www.stat.berkeley.edu/~hhuang/STAT141/Lecture-FDR.pdf
Statistics How To. (2022). Tukey test/Tukey procedure/Honest significant difference: What is the Tukey test?/Honest significant difference? https://www.statisticshowto.com/probability-and-statistics/statistics-definitions/post-hoc/tukey-test-honest-significant-difference/
Sternberg, R. J. (2020). What’s wrong with creativity testing? Journal of Creative Behavior, 54(1), 20–36. https://doi.org/10.1002/jocb.237
Taylor, Ch. L., & Kaufman, J. C. (2021). Values across creative domains. Journal of Creative Behavior, 55(2), 501–516. https://doi.org/10.1002/jocb.470
Torrance, E. P. (1972). Torrance tests of creative thinking: Directions manual and scoring guide. Figural test, booklet A. Personnel Press.
Torrance, E. P. (1966). Torrance tests of creative thinking: Norms technical-manual. Verbal tests, forms A and B. Figural tests, forms A and B. Personnel Pres. Inc.
Ulger, K. (2020). A review of the criteria of the prediction of students’ creative skills in the visual arts education. Creativity Studies, 13(2), 510–531. https://doi.org/10.3846/cs.2020.11860
Ulger, K. (2016). The creative training in the visual arts education. Thinking Skills and Creativity, 19, 73–87. https://doi.org/10.1016/j.tsc.2015.10.007
Ulger, K. (2015). The structure of creative thinking: Visual and verbal areas. Creativity Research Journal, 27(1), 102–106. https://doi.org/10.1080/10400419.2015.992689
Vries, de H. B., & Lubart, T. I. (2019). Scientific creativity: Divergent and convergent thinking and the impact of culture. Journal of Creative Behavior, 53(2), 145–155. https://doi.org/10.1002/jocb.184
Willemsen, R. H., Schoevers, E. M., & Kroesbergen, E. H. (2020). The structure of creativity in primary education: An empirical confirmation of the amusement park theory. Journal of Creative Behavior, 54(4), 857–870. https://doi.org/10.1002/jocb.411
Zimmerman, E. (2009). Reconceptualizing the role of creativity in art education theory and practice. Studies in Art Education, 50(4), 382–399. https://doi.org/10.1080/00393541.2009.11518783