Exploring differences in creativity across academic majors for high-ability college students

2017 ◽  
Vol 32 (1) ◽  
pp. 44-58 ◽  
Author(s):  
Angie L. Miller ◽  
Veronica A. Smith
Keyword(s):  
College Students ◽  
High Ability ◽  
Academic Majors

Effects of Reward on Creativity in College Students of Two Levels of Ability

1982 ◽  
Vol 54 (1) ◽  
pp. 43-48 ◽  
Author(s):  
James D. Moran ◽  
Ellen Y. Y. Liou
Keyword(s):  
College Students ◽  
Cognitive Ability ◽  
Creative Thinking ◽  
Detrimental Effect ◽  
High Ability ◽  
Completion Task ◽  
Picture Completion ◽  
Subject Variables ◽  
Better Than

This study investigated the effects of reward on the creativity of 80 college students. Subjects at two levels of cognitive ability were assigned to either a rewarded or nonrewarded condition for group administration of two subtests of the Torrance Tests of Creative Thinking (Figural Form B). Differences were obtained as a function of reward, task, and subject variables. On the Picture Completion task, the nonrewarded group performed better than the rewarded group, especially on the flexibility measure. On the Circles task, reward led to a decrement in performance for students of high ability but facilitated the performance of students low in ability. The findings suggest that tangible incentives may have a detrimental effect on creativity in certain contexts.

scholarly journals Read Something Once, Why Read it Again?: Repetitive Reading and Recall

1989 ◽  
Vol 21 (4) ◽  
pp. 351-360 ◽  
Author(s):  
Jerrold E. Barnett ◽  
Richard W. Seefeldt
Keyword(s):  
College Students ◽  
Transfer Test ◽  
Poor Readers ◽  
High Ability ◽  
Test Results ◽  
Good Readers ◽  
Instruction Group ◽  
Processing Strategies ◽  
High Ability Students ◽  
Facilitated Recall

Seventy-two college students were instructed that they would be reading a text either once or twice. Then, half of each instruction group were allowed to read the text once, and half were required to read the text twice. All subjects were then tested for factual retention and for transfer. The instruction that a text could be read twice facilitated recall, even if the text was only read once. Reduced anxiety appears to be the simplest explanation for this. Reading a text twice increased factual retention, but on the transfer test, an interaction with ability was found. Only high ability students showed improvement with a second reading on the transfer test. Results are interpreted in terms of Mayer's processing strategies in that good readers benefit both qualitatively and quantitatively from repetition. Poor readers benefit only quantitatively from the opportunity to reread.

scholarly journals Locus of control, academic self-concept, and academic dishonesty among high ability college students

2014 ◽  
pp. 88-114 ◽  
Author(s):  
Anne Rinn ◽  
Janette Boazman ◽  
Ann Jackson ◽  
Brenda Barrio
Keyword(s):  
United States ◽  
College Students ◽  
Locus Of Control ◽  
Academic Dishonesty ◽  
The Self ◽  
Self Concept ◽  
High Ability ◽  
Southwestern United States ◽  
External Locus ◽  
Control Scale

The purposes of the current study were to evaluate a measure of academic dishonesty and examine high ability college students’ loci of control and its effect on behaviors of academic dishonesty, as moderated by academic self-concept. A total of 357 high ability college students enrolled at two universities in the southwestern United States took part in this study. Variables and the moderation of academic self-concept were examined for the aggregate group (n = 357) and for the disaggregate honors and non-honors groups. Students completed the Rotter Internal-External Locus of Control Scale (Rotter, 1966), the Self-Description Questionnaire III (Marsh, 1989), and a scale to measure academic dishonesty based on the work of Geddes (2011). A 17-item measure of academic dishonesty was developed. Results indicate locus of control does not significantly predict academic dishonesty for the non-honors group, but several relationships were found among variables for the aggregate group and for the honors and non-honors groups.

Using Self-Concept Instruments With High-Ability College Students

2008 ◽  
Vol 52 (3) ◽  
pp. 232-242 ◽  
Author(s):  
Anne N. Rinn ◽  
Lindy G. Cunningham
Keyword(s):  
College Students ◽  
Self Concept ◽  
High Ability
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