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      • Stimulating or Suppressing - The Effects of Different Types of Instruction on Rated Creativity

        Jenny Liu,Weihua Niu,Debora Day 대한사고개발학회 2010 The International Journal of Creativity & Problem Vol.20 No.2

        A total of 128 high school sophomores in two different academic levels participated in a study to examine the effect of different instructions on rated creativity. In each level, students were randomly assigned into one of three groups and were given instructions emphasizing no special focus, positive encouragement, or pressured encouragement, to use in completing two creativity tasks in the art and literature domains. It was hypothesized that both positive and pressured encourage-ment instructions would promote students’ creativity. It was also hypothesized that students with relatively higher academic preparation (level 1) would benefit more from the positive encouragement instruction, whereas students with relatively lower academic preparation (level 2) would benefit more from the pressured encouragement instruction. A 2 (domain of creativity: art and literature) X 3 (ways of instruction: no-focus, positive encouragement, and pressured encouragement) X 2 (gender: female and male) X 2 (academic level: level 1 vs. level 2) factorial mixed design ANCOVA was used to analyze the data to test the above two hypothesis. Results in both domains of this study supported the two hypotheses. In addition, results also indicated that girls’ average creativity is negatively affected by pressured encouragement instruction while boys’ is not. Findings from this research will assist in future studies exploring promoting individuals’ creativity in high school.

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