Interactions among dimensions of divergent thinking as predictors of creative activity and accomplishment

Abstract

Divergent thinking (DT) tests are often used to estimate creative potential. They have sound theoretical bases, good reliability, and moderate predictive validity. One previous study that sampled gifted and nongifted children tested the interactions among DT indices (fluency, originality, and flexibility) in the predictive equation and reported a respectable validity coefficient of 0.59. Two meta-analyses have also supported the use of DT tests as estimates of creative potential, but neither of these examined interactions among the DT indices. The present correlational, group-comparison (N = 312) investigation (a) replicated the 1986 study and examined interactions among the three DT indices and (b) extended that research by using two newer criterion measures. One was the Creative Activity and Accomplishment Checklist (CAAC) which had been updated such that it included scales for Technological, Athletic, and Everyday creativity, in addition to scales for Art, Science & Math, Writing, and Music. The updated CAAC also used a new method for assessing the quality of creative accomplishment (in addition to the quantity of creative activity). A final novel feature of the present investigation was the use of a second criterion, one that was developed specifically for research on DT. Hierarchical regression analyses indicated that the fluency X originality and flexibility X originality interactions were significantly related to the Quantity of creativity activity score. Giftedness, fluency, and the fluency X originality interaction were significantly related to the Quality score. Canonical correlation analyses indicated a predictive validity of 0.73 (p < 0.001) for the total sample. One clear conclusion is therefore that predictions from DT tests should take interactions into account. These findings are discussed in the context of theories which recognize creativity as an important part of giftedness and theories which suggest that several facets of DT need to be taken into account when assessing creative cognition.