Creativity Divergent thinking Personality Fluid intelligence Crystallized intelligence

Creativity Research …, 2010

2021

In this article, the author discusses and reviews the relevant needed aspects of intelligence relative to creativity, the creative process and the creative product. Further, there are elements of personality which also need to be examined. Some suggestions for future research are described.

Thinking Skills and …, 2009

The present work proposes an integrative model of creativity that includes personality traits and cognitive processes. This model hypothesizes that three high-order personality factors predict two main process factors, which in turn predict intensity and achievement of creative activities. The personality factors are: Plasticity (high openness, extraversion, energy, and inspiration), Divergence (low agreeableness and conscientiousness, high nonconformity and impulsivity), and Convergence (high ambition, precision, persistence, and critical sense). The process factors are Generation (idea production and originality) and Selection (idea evaluation and formalization). We hypothesized and found that: (a) Plasticity and Divergence predict positively Generation, (b) Convergence predicts positively Selection, (c) Generation, Selection, and their interaction predict positively both intensity and achievement of everyday creative activities.

Psychology of Aesthetics, Creativity, and the Arts, 2017

While neither the notion of personality being related to creativity, nor the idea that the diverse conceptions and measures of creativity can cloud the field are new, the 2 thoughts are rarely combined. Using a systematic review methodology, 1 overarching question was examined: Do differential creativity-personality relationships exist based on different creativity conceptions or measurement schemes? In the review, 188 reported relationships of creativity to personality across 96 peer-reviewed, empirical studies were examined and coded for definitions and measurements of creativity. Results support standing beliefs regarding openness and extraversion as strong positive predictors. However, the amount of creativity variance explained differed as much as 8 times depending on the type of assessment. Production measures and self-reported measures were more related to personality than ideation and externally rated measures. The 4 elements of divergent thinking also demonstrated differential relationships to personality. The results of this analysis encourage subsequent research that is more discerning when interpreting the relationships between creativity and personality.

Creativity Research Journal, 2012

Divergent thinking (DT) tests are very often used in creativity studies. Certainly DT does not guarantee actual creative achievement, but tests of DT are reliable and reasonably valid predictors of certain performance criteria. The validity of DT is described as reasonable because validity is not an all-or-nothing attribute, but is, instead, a matter of degree. Also, validity only makes sense relative to particular criteria. The criteria strongly associated with DT are detailed in this article. It also summarizes the uses and limitations of DT, conceptually and psychometrically. After the psychometric evidence is reviewed, alternative tests and scoring procedures are described, including several that have only recently been published. Throughout this article related processes, such as problem finding and evaluative thinking, are linked to DT.

Creative Engagements: Thinking with Children, 2012

Our study can be located in a multivariate approach to creativity, by taking into account as well cognitive as personality factors in relationship to creative potential. The sample consists of 37 middle aged adults from the Grand Duchy of Luxembourg (20 women, 17 men, MAge = 41.03, SD = 7.232, age range: 29-55 years). Analyzes have revealed that the factor Ego-Strength is highly significantly related to the factor Creative Potential (r = .46, p < .001). Furthermore, the wellestablished relationship between psychoticism and creativity could not be replicated. Consequently, we argue that psychoticism would not be a prerequisite of creative potential, as suggested by the correlation surface between psychopathology and ego-strength (Eysenck, 1995). It would rather constitute the other side of the same coin. Ego-strength would be some kind of moderator variable, who determines which feature will be uncovered.

International Journal of Indian Psychology

The study of personality is one of the oldest areas in the science of creativity. Creative people combine playfulness and discipline or responsibility and irresponsibility. Creativity has been acknowledged as one of the most predominant factors contributing to individual performance in various domains of work and both researchers and practitioners have been devoting increasing attention to creative performance. Thus, the present investigation aimed at studying creativity in relation to Big 5 Personality Traits. The sample comprised of 40 artists (20 performing artists and 20 non-performing artists) between 25-35 years of age. For this purpose Big Five Inventory (BFI) developed by John and Srivastava (1999) was used to assess the domains of: Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism. Creativity was assessed by using the relevant items for the virtue of Creativity from the Values in Action Inventory of Strengths Scale (VIA-IS) developed by Peterson, Park...

Psychiatria Danubina, 2021

The inspirational aspect of creativity remains shrouded in mystery. Methodological problems have hindered research into creativity, and such a situation makes the interpretation and comparison of studies problematic. The link between creativity and psychopathology is overstated by the print, electronic, and celluloid media. This paper attempts to explain the creative process from a psychological and psychiatric perspective leaving room for different unexplained aspects of generativity for open discussion. A selective survey of the literature was performed to identify scholarly views of creativity and psychopathology. Data sources included PubMed, Google Scholar, and Scopus. The concept of inspiration was examined from psychological, psychopathological, and biological standpoints. A better understanding of creativity has clinical implications. Psychopathology can facilitate creativity, but it is not the maker of creativity that involves a harmonious blending of divergent and converge...

tThis article integrates seven meta-analyses of individual factors associated with creativity and innovationand reports effects based on one (r) or two or more (¯r) meta-analyses. Emotional intelligence (r = .31),divergent thinking (¯r = .27), openness to experience (¯r= .22), creative personality (¯r= .21), intrinsicmotivation (¯r= .20), positive affect (¯r= .19), and androgyny (r = .19) are related to creativity. Age (r = .17),intelligence (¯r = .17), extraversion (¯r= .13), self-efficacy (¯r= .13), and extrinsic motivation (r = .11) werealso moderately associated with innovation. Pro-risk attitudes (r = .08) and being female (r = .07) were weakly associated with creativity. Results are discussed, explanatory processes described, and practicalimplications for organizations examined.

Research and Evaluation in Education

This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is &#39;moderate or high&#39;. The level of student’s creative thinking based on the big five personality is &#39;very creative, creative, quite creative or less creative&#39;. The student’s cognitive ...

Australian Journal of Education, 1967

This research examines the extent to which the level of creativity and different components of creativity: What Kind of Person Are You , Acceptance of authority, Self confidence, Inquisitiveness, Awareness of others, Disciplined Imagination among undergraduate students predict intelligence. Respondents in the research comprises of 153 from six Malaysian universities. Multiple regression analysis reveals that a total variance in intelligences accounted for by the creativity factors is 16.4 % (multiple R2 = 0.164, (6, 146) = 4.761, p = .000). This implies that creativity is significant when considering the factors that influence the intelligence of students.

1996

This study examined the relations among the five-factor model of personality, creative ability, and creative accomplishments. Seventy-five subjects completed measures of verbal creative ability and openness to experience and listed their creative accomplishments. Openness to experience and extraversion were positively correlated with creative ability, controlling for measures of academic ability. Agreeableness was negatively correlated with creative accomplishments. Both verbal creativity and openness had significant positive correlations with creative accomplishments. Hierarchical regression analyses indicated that these relations were qualified by significant creative ability by openness and creative ability by conscientiousness interactions. At high levels of openness, creative ability shared a positive linear relation with accomplishments. Individuals high in creative ability but low on openness to experience reported relatively few creative accomplishments. In contrast, conscientiousness was related to heightened accomplishments by individuals low in creative talent. Results are interpreted as illustrating the interplay of abilities and traits in promoting creative behavior.