The Relationship of Creativity Between First and Eleventh Graders

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The Studies of Yi, Hu, Plucker, and McWilliams, (2013) Investigated the relationship of creativity between children of 10 years old to 16 years old. The study used a sample size of 562 students, 193 females, 366 males and 3 unidentified. These students were recruited on a voluntary basis and forms were conducted during class periods. The test that was administrated to students averaged around 20 minutes that consisted of a verbal and figural form. The scores were determined based on Fluency, Flexibility, Originality and Elaboration. The questionnaires focused on curiosity, thinking, goal orientation, and personal freedom and nonconformity. A MANOVA was conducted to test the categories of gender, age and school levels. The researcher found that elementary students have higher scores than high school students. Based on school levels there was a significant difference in creative thinking the scores ranged from .2 to 1.8 (Yi, et al., 2013). They suggested that the reason elementary students have a higher testing score was because of the pressure put on the students. High school students are exposed to high academic standards, exams, etc. On the other hand, elementary students are more free willed, self-exploring, and less stressful situations. They believe that based on the fact that elementary students do not have as much pressure as high school they are able to think more clearly and use more originality.

A study by Wei, & Dzeng (2013) also looked at the age effect of children’s overall creativityThis study sample size consisted of 527 children, 289 boys, 238 girls. The process was conducted through tests that were administered in classes, with a number of volunteer children totaling no more than twenty at a time. The children’s scores were measured using Williams creativity Test, they had 15 minutes to draw any figure or item of their choice and provide a title at the top. They were than given another fifteen minutes to draw a human figure of their choice. And finally they were given another sheet of paper and 16 colored crayons, and were given twenty minutes to draw anything they wanted as well as using the color of their choice. Each drawing was measured by on four dimensions, openness, flexibility, originality and title of the picture. The drawing were designed to see the maturity of the child. The researchers found a positive correlations ranging from .74 to .83. Based on age differences there was a significant difference among scores (Wilks’ λ = 0.85; F = 30.67, p

Mapping Creativity

A study researched by Ivcevic and Mayer (2009) looked at the dimensions of creative behavior and the effect it has on creative thinking. The study sample size consisted of 122 students, 26 male and 96 females. The racial background of the students was 97.5% Caucasian from middle class families (Ivcevic, & Mayer, 2009). The study sample size consisted of 118 survey databases and only 26 consisted of creativity. A total of 174 items were included in the questionnaire that the students were given. They items were organized groups, visual arts, crafts, music, theater, and writing. The questions were based on creativity and behavior. They were measured on the big five personality traits and scored on extraversion, agreeableness, conscientiousness, neuroticism, openness and self-rating. Based on the results they found that moderate to high correlations were obtained between every day and artistic creativity with a mean of .52 (Ivcevic, & Mayer, 2009). Convergent validity should be exhibited in relation to openness to knowledge. As researchers found self-reported openness to experience was significantly correlated with every day and artistic creativity measuring between .30 and .46 (Ivcevic, & Mayer, 2009). They found that creative life styles do not require formal training, or and skills or knowledge because of the fact that are develop naturally.

Socioeconomic Background

A study by Dai, Tan, Marathe, Valtcheva, Pruzek, & Shen, (2012) looked at the economic structures of adolescent children and compared them to their creativity capability. The sample sized of the study consisted on 234 adolescents. 120 students were recruited from an urban school and 108 students from two suburban school districts. The ethnic makeup was 90.2% vs. 87.1% white, and their English proficiency was .6% vs. 2.2% (Dai, et al. 2012). The study was covered over the divergent thinking test, 72 item questionnaire over creativity related traits, and 18 item questionnaire assessing one’s perception over teacher and parent support. The total time offered to students were 50 minutes and the students were separated into small groups. The administrators measured the children’s scores based on fluency, flexibility, and originality. As within-item intercorrelations of the three indexes (on average .72 for planet, .92 for parallel lines, .79 for square, and .81 for toy dog) were higher than across item inter correlations of fluency, flexibility, and originality, respectively (on average .38, .29, .32 for the three respective measures), the results support a domain- or task-specific interpretation (Runco, Dow, & Smith 2006). The findings discovered a gap, between the upper class and lower class students when it came to creativity. They also found that teacher and parent support does not affect creativity, there was a zero correlation in the study. Although the findings do support that environment influences may jointly contribute to creativity development (Niu, 2007). Education is a key to creativity and in order to develop it a student must obtain in school or educational studies.

A study by Jin, Wang, and Dong (2016) looked at the effect that the surrounding environment had on individuals’ creativity. Study one looked at the effect that the environment had on creative personality and study two consisted of the effect of the environment had on creative thinking. They hypothesis that environmental surroundings was more beneficial to creativity personality than creative thinking. Two hundred and seventy students took part in this study and 56% of them were females (Jin et al., 2016). The students were asked to complete the Williams Creativity Packet and a Regulatory Focus Questionnaire. It took approximately 20 minutes for the students to complete all the forms. They based their answers on a 1 to 7 point scale. Based the hypothesis that was given they results came back supporting their theory. Promotion focus showed significant positive correlations with risk-taking and complexity (risk-taking = .343, p

In study two there was sample size of three hundred twenty five students and 62% of them were females (Jin et al., 2016). In this study students were asked to complete a Torrance Test of Creative