TY - JOUR
T1 - Delving into Creativity and Learning
AU - Karwowski, Maciej
AU - Jankowska, Dorota M.
AU - Brzeski, Arkadiusz
AU - Czerwonka, Marta
AU - Gajda, Aleksandra
AU - Lebuda, Izabela
AU - Beghetto, Ronald A.
N1 - Funding Information:
This work was supported by the Narodowe Centrum Nauki [UMO-2016/22/E/HS6/00118]; This article is part of the Special Issue focused on “Creativity, learning and technology” guest edited by Vlad Glaveanu, Ingunn Ness and Constance de Saint Laurent. The authors attest that there are no conflicts of interest and the data reported here have not used in previous publications.
Publisher Copyright:
© 2020, © 2020 Taylor & Francis Group, LLC.
PY - 2020/1/2
Y1 - 2020/1/2
N2 - For decades, creativity scholars have been interested in exploring the relationship between creativity and learning. Much of the empirical work in this area has focused on examining correlational links between domain general outcomes of creativity tests and results in school achievement tests. The results of such work have been somewhat variable, but generally suggests a positive albeit modest relationship between creativity and learning. Few studies have examined the relationship between creativity and learning using a more tailored and domain-specific assessment. This paper proposes a new approach to studying creativity and learning using a newly developed Creativity and Learning in School Achievement Test (CLISAT). The first wave of a large cross-sequential study (N = 2,372), which uses the CLISAT is reported. More specifically, a continuum for conceptualizing the assessment of creativity and learning is introduced, the CLISAT validity and reliability are reported, and its relationship with intelligence and divergent thinking is explored. The CLISAT scores are also used to examine a variety of nuanced relationships between academic achievement and creativity in two academic domains (math and language). Implications for theory development and future research are discussed.
AB - For decades, creativity scholars have been interested in exploring the relationship between creativity and learning. Much of the empirical work in this area has focused on examining correlational links between domain general outcomes of creativity tests and results in school achievement tests. The results of such work have been somewhat variable, but generally suggests a positive albeit modest relationship between creativity and learning. Few studies have examined the relationship between creativity and learning using a more tailored and domain-specific assessment. This paper proposes a new approach to studying creativity and learning using a newly developed Creativity and Learning in School Achievement Test (CLISAT). The first wave of a large cross-sequential study (N = 2,372), which uses the CLISAT is reported. More specifically, a continuum for conceptualizing the assessment of creativity and learning is introduced, the CLISAT validity and reliability are reported, and its relationship with intelligence and divergent thinking is explored. The CLISAT scores are also used to examine a variety of nuanced relationships between academic achievement and creativity in two academic domains (math and language). Implications for theory development and future research are discussed.
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U2 - 10.1080/10400419.2020.1712165
DO - 10.1080/10400419.2020.1712165
M3 - Article
AN - SCOPUS:85078453223
SN - 1040-0419
VL - 32
SP - 4
EP - 16
JO - Creativity Research Journal
JF - Creativity Research Journal
IS - 1
ER -