More Creative Activities, Lower Creative Ability: Exploring an Unexpected PISA Finding

Autor/inn/en	Sofiia Kagan; Denis Dumas
Titel	More Creative Activities, Lower Creative Ability: Exploring an Unexpected PISA Finding
Quelle	In: Journal of Creative Behavior, 59 (2025) 2Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Zusatzinformation	ORCID (Sofiia Kagan) ORCID (Denis Dumas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0175
DOI	10.1002/jocb.70035
Schlagwörter	Forschungsbericht; Creativity; Creative Activities; Creative Thinking; Creativity Tests; Questionnaires; Content Validity; Construct Validity; Coding; Scores; Skill Development; Transfer of Training; Outcome Measures; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Kreativität; Kreatives Denken; Creativity test; Kreativitätstest; Fragebogen; Codierung; Programmierung; Kompetenzentwicklung; Qualifikationsentwicklung; Training; Transfer; Ausbildung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler
Abstract	Creative activities are typically thought to be positively associated with creative ability, whether because more creative individuals select into creative activities, or because those activities support the development of creativity, or both. However, the PISA 2022 creative thinking report revealed an unexpected finding: Creative ability was negatively associated with creative activities. Here, we theoretically address why this surprising finding may have occurred from both a measurement and a psychological perspective. On the measurement side of the issue, both the creative thinking assessment and the activities questionnaire appeared to have potential issues with content and construct validity. For instance, the response coding on the creative thinking assessment appeared to emphasize the utility of ideas over originality, and the general creative ability score may not have effectively captured the domain-specific thinking processes learned during creative activities. In addition, the response options on the activities questionnaire seemed to lack sufficient granularity, making it difficult to infer the quality and quantity of the activities. Additionally, it could be posited that the creative activities were insufficiently scaffolded for learning, not motivating for highly creative teenagers, or that the skills and benefits acquired through these activities failed to transfer effectively to the creative thinking outcome measure. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/3/08