Exploring the Effects of Age, Gender, and School Setting on Children's Creative Thinking Skills

Autor/inn/en	Shah, Bhagyashree; Gustafsson, Erik
Titel	Exploring the Effects of Age, Gender, and School Setting on Children's Creative Thinking Skills
Quelle	In: Journal of Creative Behavior, 55 (2021) 2, S.546-553 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gustafsson, Erik)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.480
Schlagwörter	Age Differences; Gender Differences; Testing; Physical Environment; Environmental Influences; Classroom Environment; School Space; Creative Thinking; Thinking Skills; Skill Development; Freehand Drawing; Verbal Ability; Creative Development; Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Testdurchführung; Testen; Natürliche Umwelt; Environmental influence; Umwelteinfluss; Klassenklima; Unterrichtsklima; Schulraum; Kreatives Denken; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Drawing; Zeichnen; Mündliche Leistung; Child; Kind; Kinder
Abstract	The current study aimed to investigate whether age, gender, and testing environment may have an effect on children's creativity in a real-life setting. Participants included 111 children aged from seven to eleven years. They were given one verbal (Guilford's Alternative Uses Task) and one figural (Test for Creative Thinking-Drawing Production) creative thinking task either in their everyday classroom or in their school "art room." On average, in the verbal task, girls tended to outperform boys in fluency and flexibility. Contrary to the 4th-grade slump found in previous studies, divergent thinking, on average, increased with age for verbal originality and verbal elaboration. These results suggest the potential importance of experience on verbal creativity tasks. In the verbal task, for the originality score, and in the drawing task, participants in the art room displayed, on average, greater levels of creative thinking than those in the classroom. These findings suggest that the physical environment can affect differently children's creative potential. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01