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Fostering students’ creative thinking skills by means of a one-year creativity training program

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  • Simone M Ritter
  • Xiaojing Gu
  • Maurice Crijns
  • Peter Biekens

Abstract

Creative thinking is among the most sought-after life and work skills in the 21st century. The demand for creativity, however, exceeds the degree to which it is available and developed. The current project aimed to test the effectiveness of a one-year creativity training program for higher education. The creativity of students following the training was measured before, halfway, and after the training. In addition to the within-subjects comparison across time, performance was compared to a matched control group. At each of the measurement points, different versions of seven well-validated creativity tasks (capturing divergent and convergent creative thinking skills) were employed. The creativity training increased students’ ideation skills and, more importantly their cognitive flexibility. However, no difference in originality was observed. Finally, an increase in performance was observed for one of the convergent creativity tasks, the Remote Associate Test. Implications for educational settings and directions for future research are discussed.

Suggested Citation

  • Simone M Ritter & Xiaojing Gu & Maurice Crijns & Peter Biekens, 2020. "Fostering students’ creative thinking skills by means of a one-year creativity training program," PLOS ONE, Public Library of Science, vol. 15(3), pages 1-18, March.
    • Handle: RePEc:plo:pone00:0229773
    DOI: 10.1371/journal.pone.0229773
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    References listed on IDEAS

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    1. Ward, Thomas B., 2004. "Cognition, creativity, and entrepreneurship," Journal of Business Venturing, Elsevier, vol. 19(2), pages 173-188, March.
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    Cited by:

    1. Yuan Yin & Peter R. N. Childs, 2024. "A study of cognitive factor sequences and relations to creativity quality levels," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-19, December.

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