ABSTRACT

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.

摘要

几十年来，创造力学者一直对探索创造力和学习之间的关系感兴趣。该领域的许多实证工作都集中于研究创造力测验的领域一般结果与学校成绩测验的结果之间的相关性联系。这项工作的结果有些变化，但总体上表明创造力和学习之间存在适度的积极关系。很少有研究使用更具针对性和针对特定领域的评估来研究创造力和学习之间的关系。本文提出了一种使用新开发的“学校成就测试中的创造力和学习”研究创造力和学习的新方法。大横连续研究的第一波（Ñ= 2,372），则报告使用CLISAT。更具体地说，介绍了一个用于概念化创造力和学习评估的连续体，报告了CLISAT的有效性和可靠性，并探讨了它与智力和发散性思维的关系。CLISAT分数还用于检查两个学术领域（数学和语言）的学术成就和创造力之间的各种细微关系。讨论了对理论发展和未来研究的意义。