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This article reviews seven different theories of giftedness that include creativity as a component, comparing and contrasting how each one conceptualizes creativity as a part of giftedness. The functions of creativity vary across the models, suggesting that while the field of gifted education often cites the importance of creativity, the conceptualizations of creativity differ depending on the particular theory. The various models of giftedness can be interpreted from the context of current creativity research because certain elements of these conceptualizations can be found in social models, the evolving systems approach, and the domain-generality debate. An integrative perspective of creativity research reveals that some models of giftedness are more comprehensive and consistent in terms of the creativity literature. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Many current theories and models include creativity as a component of giftedness, conceptualizing the construct in numerous ways that complement giftedness. Variations in creativity have also been studied among different academic disciplines, suggesting that although there may be higher levels of creativity for some, major choice is a complex concept. The current study explores differences in several aspects of creativity based on academic major for a high-ability young adult population. Using data from 399 Honors College students at a Midwestern university in the United States, a MANOVA and series of 1-way ANOVAs suggest significant differences by academic major for creative engagement, creative cognitive style, and fantasy, but not for tolerance or spontaneity. The pattern of results generally indicates higher creativity among arts and humanities majors, compared with other disciplines such as education and pre-professional training, although these fields can also benefit from creative input. Potential curricular and experiential reasons for these differences are discussed, along with some implications for educational programming and interventions. (PsycINFO Database Record (c) 2018 APA, all rights reserved) (Source: journal abstract)
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This chapter explores the idea of whether gifted individuals exhibit higher levels of creativity, as compared to other no gifted individuals. Many prominent theories and models within the field of gifted education include creativity as an important component of giftedness, including Renzulli's Three-Ring Model (1986), Sternberg's Triarchic Theory of Intelligence (2003), Tannenbaum's Star Model (2003), and Gagné's Differentiated Model of Giftedness and Talent (2009). However, it is important to consider these in the context of several debates over definitions of creativity, as well as existing empirical research suggesting advantages in creativity for gifted children and adolescents. Given this framework, the chapter describes an original study examining whether creativity is more prevalent in high-ability young adults as well. Scores on the Scale of Creative Attributes and Behaviors (Kelly, 2004), a self-report measure of creativity, were collected online for a sample of 323 Honors College students and 226 general education students at a mid-sized Midwestern university. A MANOVA was conducted to compare across multiple dimensions of creativity, and a series of follow-up t-tests were conducted for the subscale scores of Creative Engagement, Creative Cognitive Style, Spontaneity, Tolerance, and Fantasy. The results suggested overall group differences, and the Honors College students exhibited significantly higher Creative Engagement and Creative Cognitive Style. However, the general education sample was significantly higher on the Spontaneity subscale. Effect sizes for these differences were small to moderate. Potential reasons for these findings, including the threshold theory, a nuanced conceptualization of creativity, motivational influences, and self-discipline are then presented. Although there are some limitations of the study, these results provide further evidence for the inclusion of creativity in models of giftedness. These differences between bigh-ability and general education college students also highlight the importance of replicating research on creativity and giftedness in a variety of ages, as well as across a variety of talent levels, and the applications of this research for adults. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)
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