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Autor/inn/en | Abdulla Alabbasi, Ahmed M.; Tadik, Harun; Acar, Selcuk; Runco, Mark A. |
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Titel | Birth Order and Divergent Thinking: A Meta-Analysis |
Quelle | In: Creativity Research Journal, 33 (2021) 4, S.331-346 (16 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Abdulla Alabbasi, Ahmed M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-0419 |
DOI | 10.1080/10400419.2021.1913559 |
Schlagwörter | Birth Order; Creative Thinking; Meta Analysis; Creativity; Hierarchical Linear Modeling; Predictor Variables; Gender Differences; Age Differences |
Abstract | This meta-analysis examined the association of birth order and divergent thinking (DT). The main purpose was to examine how ordinal position (only, first, middle, or last-born) is related to creativity. The results from 27 studies (k= 222; N = 4,690) were analyzed using a multilevel approach. Because some previous studies compared first- vs. later-born children whereas others compared different ordinal positions, three datasets were analyzed: (a) first-born vs. later-born children, (b) only children vs. children with siblings, and (c) middle-born vs. later-born children. Results showed that first-borns had higher DT scores than later-born children (g = -0.165, 95% CI [-0.012, -0.318], p = 0.046). Moderator analysis showed a significant interaction between gender and task modality with later-born males scoring lower on figural (but not verbal) DT than first-born males. No significant difference was found between only children and first-born children with siblings. In addition, the results showed a non-significant difference between middle- and later-born children; however, moderator analysis indicated that gender and age significantly explained some of the variability in the mean effect. Limitations and practical implications of the findings are discussed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |