Problem Finding, Divergent Thinking, and Evaluative Thinking among Gifted and Nongifted Students

Autor/inn/en	Abdulla Alabbasi, Ahmed M.; Hafsyan, Amnah S. M.; Runco, Mark A.; AlSaleh, Aseel
Titel	Problem Finding, Divergent Thinking, and Evaluative Thinking among Gifted and Nongifted Students
Quelle	In: Journal for the Education of the Gifted, 44 (2021) 4, S.398-413 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Abdulla Alabbasi, Ahmed M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532211044539
Schlagwörter	Academically Gifted; Problem Solving; Brainstorming; Creative Thinking; Evaluative Thinking; Correlation; Early Adolescents; Public Schools; Private Schools; Gender Differences; Grade 7; Grade 8; Grade 9; Middle School Students; Foreign Countries; Cognitive Ability; Kuwait + Suchen Sie Ihr Suchwort? Problemlösen; Kreatives Denken; Korrelation; Public school; Öffentliche Schule; Private school; Privatschule; Geschlechterkonflikt; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Denkfähigkeit
Abstract	Investigations of differences between gifted and nongifted students have examined cognitive abilities, including intelligence quotient (IQ) differences, higher order thinking skills, and divergent thinking (DT). However, little is known about differences in problem finding (PF). Moreover, previous works on gifted students have never explored associations between PF and evaluative thinking (ET). Both PF and ET play a role in the creative process. The present study tested relationships between PF, DT, and ET and examined differences between gifted (N = 175) and nongifted students (N = 188). An analysis of variance (ANOVA) revealed significant differences between gifted and nongifted students' PF, DT, and ET, with effect sizes ([eta][superscript 2]) ranging from 0.048 to 0.192. Gender differences were also analyzed; gifted girls scored significantly higher than gifted boys in PF fluency and originality, DT originality, and in ET in PF. Originality scores in DT and PF significantly predicted the accuracy of students' ET (R[superscript 2] = 34%-42%). Finally, canonical correlation analyses showed moderate-to-strong correlations between DT, PF, and ET scores. Limitations of this study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01