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  • In this chapter of epilogue, authors shall reflect upon the intent of a book on creativity, talent, and excellence. Do the contents of the book chapters represent the contemporary understanding of creativity, talent, and excellence? Does it represent a new direction of knowledge innovation in the fields of creativity, talent, and excellence? Leading researchers in psychology of creativity (Beth Hennessey) and in talent development and excellence (Jiannong Shi) write two forewords with a converging view that emphasizes intercultural exchanges and systemic approaches to conceptualization and the study of creativity. This book collects 18 chapters contributed by colleagues of the fields of psychology and education specialized in the constructs of creativity, talent, and excellence. In the first part, authors present broadening views of conceptions of creativity in the mainstream, gifted, and organization settings (Chaps. 1, 2, 3,4, and 5). Eleven chapters report empirical studies conducted in schools, higher educational institutions, and organizations. Three chapters are devoted to practices such as strategies to facilitate divergent thinking, future directions of gifted education, and constraints faced in creativity studies in giftedness. The main contents of this chapter are related to the constructs creativity (ten chapters), talent (two chapters), and excellence (six chapters). The target audience of die chapters includes students in the mainstream educational institutes (school, vocational college, and university), gifted students, and working adults. This book has a broad content coverage and target audience. Some chapters reflect upon new conceptions of creativity by broadening its conceptions (e.g., self regulation. Chap. 2), synthesizing main processes of creativity (e.g.. Chap. 4), and refining frameworks of creativity for teaching and learning (e.g., for the use of classroom, Chap. 1, and problem-based learning, Chap. 5). Some chapters on organizational excellence and educational excellence address socially critical issues such as goal setting at work (Chap. 14) or in learning (Chap. 12), developing strategies to manage social emotions (Chap. 15), regulating curricular and learning difficulties (Chap. 17), and designing enrichment programs for the gifted students (Chap. 14) and team diversity (Chap. 11). The construct of creativity self-efficacy was developed with reference to components of creative processes and domain-relevant processes and self-efficacy theory (Chap. 8). The construct of entrepreneur creativity (Chap. 10) was developed. The relationship between creativity and personal epistemology (Chap. 9) was established. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

  • Giftedness models published in the last two decades are characterized, almost without exception, by multidimensional and/or typological ability constructs. Two such examples are presented below: the Munich Model of Giftedness (MMG) and the Munich Dynamic Ability-Achievement Model (MDAAM). In the MMG, Heller and Hany (1986) and Heller (1992/2001) conceptualized giftedness or talent as a multifactorized ability construct within a network of noncognitive personality (motivations, learning emotions, control expectations, self-concepts, etc.) and social moderators as well as performance-related (criterion) variables. Diagnosis and intervention examine the difference among predictor, criterion, and moderator variables. In an attempt to forge a bridge between the psychometrically based research into giftedness and the process-oriented expertise research, Perieth (2001) extended the MMG to the MDAAM. An increase degree of expertise influences active learning processes, which in turn influence expansions of knowledge and the acquisition of domain specific competencies. This implies that noncognitive personality characteristics such as interest and task commitment or achievement motivation are to be accorded increased significance regarding talent potential. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: chapter)

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