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(PDF) Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project
<!DOCTYPE html> <html > <head> <meta charset="utf-8"> <meta rel="search" type="application/opensearchdescription+xml" href="/open_search.xml" title="Academia.edu"> <meta content="width=device-width, initial-scale=1" name="viewport"> <meta name="google-site-verification" content="bKJMBZA7E43xhDOopFZkssMMkBRjvYERV-NaN4R6mrs"> <meta name="csrf-param" content="authenticity_token" /> <meta name="csrf-token" content="WS8ElDrdWTrWIMDYEUPM8rf0z6LDGbzYF6nZ88TRqzy62PA0_ifCcWk6V1H5Nfa3p_KqD_5s-nIeqHhbxw21FQ" /> <meta name="citation_title" content="Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project" /> <meta name="citation_publication_date" content="2019" /> <meta name="citation_journal_title" content="Archives of Psychiatry and Psychotherapy" /> <meta name="citation_author" content="Lony Schiltz" /> <meta name="citation_volume" content="21" /> <meta name="citation_issue" content="2" /> <meta name="citation_firstpage" content="33-40" /> <meta name="citation_issn" content="1509-2046" /> <meta name="twitter:card" content="summary" /> <meta name="twitter:url" content="https://www.academia.edu/40262159/Lasting_inhibition_of_creativity_in_highly_gifted_underachievers_therapeutic_reflections_based_on_negative_results_of_a_pedagogical_project" /> <meta name="twitter:title" content="Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project" /> <meta name="twitter:description" content="Background: Psychological and neuropsychological characteristics of gifted children and adolescents, especially their predisposition to creativity, are analysed. Aims: 108 students of 4 different 10 th forms of secondary school participated in a" /> <meta name="twitter:image" content="https://0.academia-photos.com/6316521/2582292/2999504/s200_pol.schiltz.jpg" /> <meta property="fb:app_id" content="2369844204" /> <meta property="og:type" content="article" /> <meta property="og:url" content="https://www.academia.edu/40262159/Lasting_inhibition_of_creativity_in_highly_gifted_underachievers_therapeutic_reflections_based_on_negative_results_of_a_pedagogical_project" /> <meta property="og:title" content="Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project" /> <meta property="og:image" content="http://a.academia-assets.com/images/open-graph-icons/fb-paper.gif" /> <meta property="og:description" content="Background: Psychological and neuropsychological characteristics of gifted children and adolescents, especially their predisposition to creativity, are analysed. Aims: 108 students of 4 different 10 th forms of secondary school participated in a" /> <meta property="article:author" content="https://independent.academia.edu/LonySchiltz" /> <meta name="description" content="Background: Psychological and neuropsychological characteristics of gifted children and adolescents, especially their predisposition to creativity, are analysed. Aims: 108 students of 4 different 10 th forms of secondary school participated in a" /> <title>(PDF) Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project</title> <link rel="canonical" href="https://www.academia.edu/39904274/Lasting_inhibition_of_creativity_in_highly_gifted_underachievers_therapeutic_reflections_based_on_negative_results_of_a_pedagogical_project" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '65688b5f01769e4981f5a2be5e5aa7813b2e8d05'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1740599325000); window.Aedu.timeDifference = new Date().getTime() - 1740599325000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Background: Psychological and neuropsychological characteristics of gifted children and adolescents, especially their predisposition to creativity, are analysed. Aims: 108 students of 4 different 10 th forms of secondary school participated in a pedagogical project including special educational measures aimed at developing creativity, communication and teamwork. Methods: The results were evaluated with the help of a mixed-methods design, combining cognitive tests, psychometric scales exploring coping strategies, anxiety and aggression, expressive tests and external evaluation criteria. Comparative pretest-posttest, correlational and multidimensional analyses were computed using non-parametric statistical procedures. Results: Whereas highly gifted normal achievers largely took advantage of the project, there were diverging results in different subgroups of highly gifted students, depending on their personality traits and their former school performance. Discussion and Conclusion: The concept of mentalization allowed creating meaning and understanding the ambiguities of the results. Pedagogical and psychotherapeutic measures could be drawn out of the study, as well as tracks for future research.","author":[{"@context":"https://schema.org","@type":"Person","name":"Lony Schiltz","url":"https://independent.academia.edu/LonySchiltz"}],"contributor":[],"dateCreated":"2019-09-05","dateModified":"2019-09-05","datePublished":"2019-01-01","headline":"Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project","identifier":{"@type":"PropertyValue","propertyID":"DOI","value":"10.12740/APP/106076"},"image":"https://attachments.academia-assets.com/60497029/thumbnails/1.jpg","inLanguage":"en","keywords":["Creativity","Learnproblems of Highly Gifted Students","negative results "],"publication":"Archives of Psychiatry and 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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F40262159%2FLasting_inhibition_of_creativity_in_highly_gifted_underachievers_therapeutic_reflections_based_on_negative_results_of_a_pedagogical_project%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":60497029,"identifier":"Attachment_60497029","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":40262159,"created_at":"2019-09-05T08:25:57.181-07:00","from_world_paper_id":null,"updated_at":"2022-04-26T22:15:08.761-07:00","_data":{"doi":"10.12740/APP/106076","abstract":"Background: Psychological and neuropsychological characteristics of gifted children and adolescents, especially their predisposition to creativity, are analysed. Aims: 108 students of 4 different 10 th forms of secondary school participated in a pedagogical project including special educational measures aimed at developing creativity, communication and teamwork. Methods: The results were evaluated with the help of a mixed-methods design, combining cognitive tests, psychometric scales exploring coping strategies, anxiety and aggression, expressive tests and external evaluation criteria. Comparative pretest-posttest, correlational and multidimensional analyses were computed using non-parametric statistical procedures. Results: Whereas highly gifted normal achievers largely took advantage of the project, there were diverging results in different subgroups of highly gifted students, depending on their personality traits and their former school performance. Discussion and Conclusion: The concept of mentalization allowed creating meaning and understanding the ambiguities of the results. Pedagogical and psychotherapeutic measures could be drawn out of the study, as well as tracks for future research.","publication_date":"2019,,","publication_name":"Archives of Psychiatry and Psychotherapy"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [6316521]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon'; window.userInChina = "false";</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":60497029,"attachmentType":"pdf"}"><img alt="First page of “Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/60497029/mini_magick20190905-5174-1jr5p7u.png?1567697238" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Lasting inhibition of creativity in highly gifted underachievers: therapeutic reflections based on negative results of a pedagogical project</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="6316521" href="https://independent.academia.edu/LonySchiltz"><img alt="Profile image of Lony Schiltz" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/6316521/2582292/2999504/s65_pol.schiltz.jpg" />Lony Schiltz</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2019, Archives of Psychiatry and Psychotherapy</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.12740/APP/106076" rel="nofollow">https://doi.org/10.12740/APP/106076</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">8 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 40262159; 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Aims: 108 students of 4 different 10 th forms of secondary school participated in a pedagogical project including special educational measures aimed at developing creativity, communication and teamwork. Methods: The results were evaluated with the help of a mixed-methods design, combining cognitive tests, psychometric scales exploring coping strategies, anxiety and aggression, expressive tests and external evaluation criteria. Comparative pretest-posttest, correlational and multidimensional analyses were computed using non-parametric statistical procedures. Results: Whereas highly gifted normal achievers largely took advantage of the project, there were diverging results in different subgroups of highly gifted students, depending on their personality traits and their former school performance. Discussion and Conclusion: The concept of mentalization allowed creating meaning and understanding the ambiguities of the results. 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The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Relationship between creativity and intelligence in regular students and giftedness students","attachmentId":83153831,"attachmentType":"pdf","work_url":"https://www.academia.edu/75351411/Relationship_between_creativity_and_intelligence_in_regular_students_and_giftedness_students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/75351411/Relationship_between_creativity_and_intelligence_in_regular_students_and_giftedness_students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="103064962" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/103064962/Perceptions_of_gifted_students_on_their_levels_of_creativity">Perceptions of gifted students on their levels of creativity</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="150083488" href="https://independent.academia.edu/BekirBural">Bekir Bural</a></div><p class="ds-related-work--metadata ds2-5-body-xs">International Journal of Special Education and Information Technologies</p><p class="ds-related-work--abstract ds2-5-body-sm">Creativity and intelligence are among the basic characteristics of students. Gifted students are, however, seen as more creative and intelligent than their peers. This study aims to reveal the perceptions of gifted students about their creativity. The study group consists of 241 students at different grade levels studying at the science and art center. This descriptive research, which aims to examine the creativity perceptions of gifted students in terms of various variables, used the survey model. Research data was collected through the “How Creative Are You?” scale. Analysis of the data revealed that more than half of the gifted students found themselves to be above-average creatives. It was observed that there was no significant difference in the creativity perceptions of gifted students according to age, gender, place of residence, educational status of parents, effort to finish a job they started, or frequency of reading books. Keywords: Art center; creativity, giftedness; scie...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Perceptions of gifted students on their levels of creativity","attachmentId":103171214,"attachmentType":"pdf","work_url":"https://www.academia.edu/103064962/Perceptions_of_gifted_students_on_their_levels_of_creativity","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/103064962/Perceptions_of_gifted_students_on_their_levels_of_creativity"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="17660074" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17660074/A_Longitudinal_Study_of_Exceptional_Giftedness_and_Creativity">A Longitudinal Study of Exceptional Giftedness and Creativity</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="7339732" href="https://sou.academia.edu/MarkRunco">Mark Runco</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Creativity Research Journal, 1999</p><p class="ds-related-work--abstract ds2-5-body-sm">ABSTRACT This article summarizes a longitudinal study of exceptionally gifted boys, with particular emphasis on ,findings involving their creative potential. The longitudinal investigation began 2 decades ago with 2 exceptionally gifted samples. These samples represented equivalent levels of ability but different areas or domains of talent. One was exceptionally gifted in math and science, the other a high-IQ group (mean IQ = 155). Data were collected from the boys and their parents. The present article summarizes group differences in expectations of independence, California Psychological Inventory (CPI; Gough, 1975) scales, and divergent thinking (DT) test scores. Relations among predictors are also discussed, as are relations with indexes of creative potential. In addition to group differences, notable findings include the strong relation between mothers&amp;#39; expectations for their sons&amp;#39; independence and the DT of the sons and the high flexibility scores of the exceptionally gifted samples on the CPI.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"A Longitudinal Study of Exceptional Giftedness and Creativity","attachmentId":48972764,"attachmentType":"pdf","work_url":"https://www.academia.edu/17660074/A_Longitudinal_Study_of_Exceptional_Giftedness_and_Creativity","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17660074/A_Longitudinal_Study_of_Exceptional_Giftedness_and_Creativity"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="15224526" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/15224526/Creativity_Among_Gifted_and_Non_Gifted_Students">Creativity Among Gifted and Non-Gifted Students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="34284928" href="https://independent.academia.edu/MDuh">M. Duh</a></div><p class="ds-related-work--abstract ds2-5-body-sm">An overview of the literature on gifted students suggests that students can be gifted by showing intelligence and/or creative abilities. Whether teachers are able to recognize intelligent and/or creative students is a matter of being skilled and can have a tremendous impact on students’ course of education. In out study, we included students of Slovenian primary schools who were either recognized as gifted or non-gifted by their teachers. To find out what differences occur in the creativity levels of gifted and non-gifted students, their creativity levels were recorded using the LV1Test, measuring their artistic-creative and artistic-appreciative abilities. Data analysis reveals that the gifted students were more successful in gaining a higher average score on the test, as well as the majority of individual items in the test.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Creativity Among Gifted and Non-Gifted Students","attachmentId":38588041,"attachmentType":"pdf","work_url":"https://www.academia.edu/15224526/Creativity_Among_Gifted_and_Non_Gifted_Students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/15224526/Creativity_Among_Gifted_and_Non_Gifted_Students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="29095385" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29095385/General_intelligence_emotional_intelligence_and_academic_knowledge_as_predictors_of_creativity_domains_A_study_of_gifted_students">General intelligence, emotional intelligence and academic knowledge as predictors of creativity domains: A study of gifted students</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3710848" href="https://independent.academia.edu/%C5%9EahinFeyzullah">Feyzullah Şahin</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Creativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178 intellectually gifted students who attend high school. As a result of the study, correlations were determined between the scholarly creativity domains and sociability, global emotional intelligence (TEQ), science course, verbal and performance intelligence scores; mechani-cal/scientific creativity and mathematics and science courses, well-being and self-control; performance creativity and sociability; self/everyday creativity and science courses, well-being, self-control, sociability and global TEQ; artistic creativity and sociability, and global TEQ. Moreover, researcher used a hierarchical regression analysis to see whether independent variants predict the creativity domains or not.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"General intelligence, emotional intelligence and academic knowledge as predictors of creativity domains: A study of gifted students","attachmentId":49543309,"attachmentType":"pdf","work_url":"https://www.academia.edu/29095385/General_intelligence_emotional_intelligence_and_academic_knowledge_as_predictors_of_creativity_domains_A_study_of_gifted_students","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/29095385/General_intelligence_emotional_intelligence_and_academic_knowledge_as_predictors_of_creativity_domains_A_study_of_gifted_students"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="67558014" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/67558014/Identifying_and_Assessing_Creativity_as_a_Component_of_Giftedness">Identifying and Assessing Creativity as a Component of Giftedness</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="211883853" href="https://independent.academia.edu/Plucker">J. Plucker</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal of Psychoeducational Assessment, 2012</p><p class="ds-related-work--abstract ds2-5-body-sm">Most theories of giftedness include creativity as a central component. Creativity assessment has a key role, therefore, in measuring giftedness. This article reviews the state of the creativity assessment, from divergent thinking tests (including the Torrance Tests of Creative Thinking) to the consensual assessment technique to rating scales and self assessments. Despite the many flaws present in every type of creativity measurement, there are compelling reasons for including creativity as part of a gifted assessment battery.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Identifying and Assessing Creativity as a Component of Giftedness","attachmentId":78329674,"attachmentType":"pdf","work_url":"https://www.academia.edu/67558014/Identifying_and_Assessing_Creativity_as_a_Component_of_Giftedness","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/67558014/Identifying_and_Assessing_Creativity_as_a_Component_of_Giftedness"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="64285371" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/64285371/Handbook_of_Giftedness_in_Children_Psychoeducational_Theory_Research_and_Best_Practices">Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="109111" href="https://fsu.academia.edu/StevenPfeiffer">Steven Pfeiffer</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2008</p><p class="ds-related-work--abstract ds2-5-body-sm">Preface.- Psychology, Psychologists and Gifted Students.- History of Giftedness: Perspectives from the Past Presage Modern Scholarship.- The Social World of Gifted Children and Youth.- The Role of the Family in Talent Development.- Conceptions of Giftedness.- Identification and Nurturing the Gifted from an International Perspective.- Identifying and Providing Services to Twice Exceptional Children.- Underachievement Syndrome: A Psychological Defensive Pattern.- Assessment of Giftedness in School-Age Children Using Measures of Intelligence or Cognitive Abilities.- Gifted Identification beyond the IQ Test: Rating Scales and other Assessment Procedures.- Clinical Practice with Gifted Families.- Counseling the Gifted.- Creativity.- Gender and Giftedness.- Recruiting and Retaining Under-Represented Gifted Students.- Ethical and Professional Practice Issues in the Provision of Educational Services to Gifted Students.- Helping Gifted and Talented Adolescents and Young Adults: Make Informed...</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Handbook of Giftedness in Children: Psychoeducational Theory, Research, and Best Practices","attachmentId":76389909,"attachmentType":"pdf","work_url":"https://www.academia.edu/64285371/Handbook_of_Giftedness_in_Children_Psychoeducational_Theory_Research_and_Best_Practices","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/64285371/Handbook_of_Giftedness_in_Children_Psychoeducational_Theory_Research_and_Best_Practices"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="62130490" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/62130490/Creative_attitude_in_a_group_of_youths_gifted_in_the_domain_of_science_subjects">Creative attitude in a group of youths gifted in the domain of science subjects</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="8337555" href="https://independent.academia.edu/MonikaSztolpa">Monika Sztolpa</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Current Issues in Personality Psychology, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">We attempted to assess whether students identified by their teachers as gifted in the domain of science are characterised by significantly higher levels of intelligence and creativity than other students. We investigated the features of their personalities that are indicators of their exhibited creative or reproductive attitude in the cognitive and the motivational domains. As a consequence, criteria will be developed for identifying gifted students. participants and procedure Ninety-seven students, aged 13-17, took part in the study. The students were previously identified by their teachers as gifted. Levels of intellectual functioning were assessed using a battery of tests for diagnosing intelligence (APIS-P) and Raven's Standard Progressive Matrices (SPM). Creativity was estimated using the Test for Creative Thinking-Drawing Production (TCT-DP), and creative attitude was assessed using the KANH questionnaire. results Analysis of the results revealed that students nominated by their teachers scored significantly higher than their peers in general intelligence and creativity tests. Moreover, they were characterised by a more frequent choice of heuristic behaviours in the cognitive domain and nonconformity in the motivational domain. Additionally, there was a statistical trend a general creative attitude among the nominated students. conclusions We found that gifted students scored high on general intelligence and creativity tests. Consistency between the teachers' nominations and our results indicates that the criteria for identifying gifted students are appropriate. Moreover, instructing teachers about a creative attitude helped them to also identify gifted students with higher levels of nonconformity and who create their own heuristics for behaviour. These characteristics are valuable for innovative activity, which is what programmes for gifted students try to encourage.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Creative attitude in a group of youths gifted in the domain of science subjects","attachmentId":74973976,"attachmentType":"pdf","work_url":"https://www.academia.edu/62130490/Creative_attitude_in_a_group_of_youths_gifted_in_the_domain_of_science_subjects","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/62130490/Creative_attitude_in_a_group_of_youths_gifted_in_the_domain_of_science_subjects"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="59353429" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/59353429/An_Investigation_into_the_Effects_of_Curriculum_Enrichment_on_Creativity_and_Achievement_Motivation_of_Gifted_students_in_Public_Schools">An Investigation into the Effects of Curriculum Enrichment on Creativity and Achievement Motivation of Gifted students in Public Schools</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="37732043" href="https://independent.academia.edu/farzadpoorgholami">farzad poorgholami</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Mediterranean Journal of Social Sciences, 2015</p><p class="ds-related-work--abstract ds2-5-body-sm">One of the main tasks of any educational system is to provide a proper field and opportunity for learning in order to flourish the various talents of students. In addition to such various needs of students, the needs arising from cultural and social requirements at national and regional levels and international requirements faced the educational systems with serious challenges. One way to solve such challenges is to design appropriate extracurricular activities to meet the educational needs of students in order to enhance their achievement motivation and creativity. This study was conducted in other to investigate the effect of curriculum enrichment on creativity and achievement motivation of gifted students in public schools of Farrashband, Fars, Iran. The present study is a descriptive study. The samples consists of all second and third grade students of public secondary schools in Farrashband, Fars, Iran .the samples include 40 gifted students and 139 ordinary students they were selected as the study samples, using simple random sampling method. In this study, Torrance's Creativity Questionnaire (1965), Herman's Achievement Motivation Questionnaire (1970) as well as one researcher-made questionnaire was applied to assess curriculum enrichment. The data were analyzed using Pearson correlation coefficient, Independent t-test, and Manova. The obtained results revealed that there was a significant relationship between achievement motivation and educational attainment, and between creativity and educational attainment in students. Also, there was a significant relationship between curriculum enrichment and educational attainment of gifted students; however, there is no significant relationship was observed between curriculum enrichment and creativity which can be explained in this way that other factors such as personality and or familial traits may modify this relationship. In addition, there was no significant difference between talented and ordinary male and female students in terms of their achievement motivation and creativity. With regard to the findings of the current study, in order to improve the educational programs for students, it is suggested that special attention be given to the enrichment of educational facilities and also no difference be assigned to males and females in terms of creativity and achievement motivation in educational planning in the Ministry of Education.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"An Investigation into the Effects of Curriculum Enrichment on Creativity and Achievement Motivation of Gifted students in Public Schools","attachmentId":73320255,"attachmentType":"pdf","work_url":"https://www.academia.edu/59353429/An_Investigation_into_the_Effects_of_Curriculum_Enrichment_on_Creativity_and_Achievement_Motivation_of_Gifted_students_in_Public_Schools","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/59353429/An_Investigation_into_the_Effects_of_Curriculum_Enrichment_on_Creativity_and_Achievement_Motivation_of_Gifted_students_in_Public_Schools"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":60497029,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":60497029,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_60497029" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. You can download the paper by clicking the button above.</p></div></div></div></div><div class="ds-sidebar--container js-work-sidebar"><div class="ds-related-content--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="0" data-entity-id="38173667" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/38173667/Using_the_TASC_Model_to_Develop_Gifted_Students_Creativity_Analytical_Review">Using the TASC Model to Develop Gifted Students’ Creativity: Analytical Review</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27784151" href="https://arizona.academia.edu/AbdulnasserAlhusaini">Abdulnasser A Alhusaini</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Journal for the Education of Gifted Young Scientists, 2018</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Using the TASC Model to Develop Gifted Students’ Creativity: Analytical Review","attachmentId":62892430,"attachmentType":"pdf","work_url":"https://www.academia.edu/38173667/Using_the_TASC_Model_to_Develop_Gifted_Students_Creativity_Analytical_Review","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/38173667/Using_the_TASC_Model_to_Develop_Gifted_Students_Creativity_Analytical_Review"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="1" data-entity-id="54340428" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/54340428/Developing_Creativity_in_Gifted_Children_The_Central_Importance_of_Motivation_and_Classroom_Climate_Research_Monograph_Series_RM04202">Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate. Research Monograph Series. RM04202</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="69138425" href="https://wellesley.academia.edu/BHennessey">Beth Hennessey</a></div><p class="ds-related-work--metadata ds2-5-body-xs">National Research Center on the Gifted and Talented, 2004</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate. Research Monograph Series. 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data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/116034300/Motivation_and_Emotions_of_Gifted_and_Regular_Students_Performing_a_Creative_Task">Motivation and Emotions of Gifted and Regular Students Performing a Creative Task</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="264813855" href="https://independent.academia.edu/dagiawagner">Dagiadi Alcazar Ortiz</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Open Education Journal, 2011</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Motivation and Emotions of Gifted and Regular Students Performing a Creative Task","attachmentId":112276747,"attachmentType":"pdf","work_url":"https://www.academia.edu/116034300/Motivation_and_Emotions_of_Gifted_and_Regular_Students_Performing_a_Creative_Task","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-related-work-grid-card-view-pdf" href="https://www.academia.edu/116034300/Motivation_and_Emotions_of_Gifted_and_Regular_Students_Performing_a_Creative_Task"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-related-work-sidebar-card" data-collection-position="3" data-entity-id="5491642" data-sort-order="default"><a class="ds-related-work--title js-related-work-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/5491642/PSYCHOLOGICAL_ASPECTS_OF_GIFTED_CHILDREN">PSYCHOLOGICAL ASPECTS OF GIFTED CHILDREN</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="6881992" href="https://vsvaspitacka.academia.edu/LazarStosic">Lazar Stosic</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"PSYCHOLOGICAL ASPECTS OF GIFTED CHILDREN","attachmentId":32600679,"attachmentType":"pdf","work_url":"https://www.academia.edu/5491642/PSYCHOLOGICAL_ASPECTS_OF_GIFTED_CHILDREN","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a 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