Preprint Article Version 1 Preserved in Portico This version is not peer-reviewed

Dimensions of Creativity in Secondary School High-Ability Students

Version 1 : Received: 9 April 2021 / Approved: 12 April 2021 / Online: 12 April 2021 (12:34:19 CEST)

How to cite: Redó, N.A.; Gutiérrez, M.Á.M.; Cano, J.V. Dimensions of Creativity in Secondary School High-Ability Students. Preprints 2021, 2021040290 (doi: 10.20944/preprints202104.0290.v1). Redó, N.A.; Gutiérrez, M.Á.M.; Cano, J.V. Dimensions of Creativity in Secondary School High-Ability Students. Preprints 2021, 2021040290 (doi: 10.20944/preprints202104.0290.v1).

Abstract

Abstract: Abstract: The objective of this article is to analyze the dimensions of creativity concerning students with high abilities. Firstly a review of the most relevant scientific contributions on creativity is carried out. Next the dimensions of creativity in secondary school students who have been previously identified as high- ability students are analyzed. Those abilities associated to di-vergent thinking were assessed by means of the Torrance Test of Creative Thinking [19]. The flu-ency, flexibility and originality dimensions were assessed with the Scientific-Creative Thinking Test (TPCC, [7]). The results obtained evidence that high-ability students achieve greater scores in both the figurative creativity and scientific-creativity dimensions. A significant relationship between creativity and high ability can therefore be established. This study is of an exploratory nature and the results obtained contribute to develop future studies in application of its findings in the teaching-learning process..

Subject Areas

creativity; high ability; scientific creativity; secondary school students

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