As nations continue to compete for new products and services
on an international scale there has been growing interest in “gifted” children
and adults. A study by Cho & Lin (2011) helped to determine the factors
involved in the development and encouragement of highly creative intellectually
orientated people. Such individuals are more likely than others to become
involved in math, science, or other artistic endeavors. Adjusting the
fundamentals in education and business will offer opportunities to put such creative
minds to effective use for individual, corporate, and national purposes.
The creative adult can solve problems that are hard to
define and difficult to formalize. They have the ability to construct beyond
current scientific discovery which means that others may have a hard time
following their train of thought. Arthur
Schopenhauer, a German Philosopher, believed that “Talent hits a target no one else can hit; Genius hits a target no one
else can see.” Such creative
individuals seek out the novel in an attempt to master their environment.
Creativity is most effective displayed when problems are
open-ended and ill-defined (Kaufman & Sternberg, 2007). Furthermore, such
creativity becomes apparent when solutions are novel and useful to solving a
particular problem (Runscio & Amabile, 1999). The result is that creativity
is seen most apparently in new situations where previous constructs are not
sufficient in defining the situation.
The use of cognitive thinking skills (divergent
thinking, general and specific knowledge
and skills), affective (focus, task commitment, motivation, openness and
tolerance) and environmental factors are necessary (Lubart, 1999). The factors
of thinking, focus, and environmental factors all produce a result that is
beneficial for the entire creative process. When any of these factors are out
of place it is possible that the creative juices are lessened.
One of the biggest detractors to the success of creative
individuals is the social environments in which they exist. Adolescent
creativity is influenced by their perceptions of the social and psychological
environment (Eccles, Midgley, et. al, 1993). When the environment is negative
it will constrict their ability to explore avenues of problem solving due to
social, economic and other forms of possible sanction.
A study conducted by Cho & Lin (2011) help to identify
some of the factors that contribute to the success and failure of gifted individuals in Korean education. The study
used a variety of ages and grade levels to assess how these factors impact and
correlate with each other. The participants were part of the Korean Olympians
program which used brilliant students to engage in rigorous competitions and
intellectual activities.
Study 1 Methodology: Study 1
engaged 846 scientifically talented students in various grades to assess
psychological and environmental factors on creativity. The study identified the
students based upon teacher recommendations, test scores on logical thinking,
performance tests and creative problem solving in mathematics and science.
Study 1 Results: The results indicated that scientifically
creative individuals scored high on intrinsic and extrinsic motivation. The students enjoyed solving complex problems
and felt that their actions were going to be rewarded with internal
satisfaction or external praise. Family involvement made a huge difference in
their trust in intelligence abilities. As predictors of academic performance
family involvement and personal characteristics has the most validity.
Study 2 Methodology:
The second study attempted to draw a clearer distinction of motivation and
environment by using only students who consistently scored high in academic
performance. To fulfill this end 71 people who were either current or past
graduates of gifted programs were entered into the study. The same methodology as Study 1 applied to
this elite subset of students.
Study 2 Results:
The second group had similar scores as the first group but a wider range of
results on psychological and environmental factors. Their intrinsic and
extrinsic motivations were significantly higher while the family relationships
and confidence in intelligences were only slightly higher than the first group.
The relationships were associated by strength with confidence in intelligence,
intrinsic motivation and finally family influence.
Analysis: The study helped highlight how the development of
creative intelligence isn’t a simple one sided solution. The brain and its
abilities are one factor but the motivation level of the individual and their
environment are other factors that shouldn’t be ignored. Without the proper mix
of motivation and environmental influences that support and encourage
intelligent behavior the ability to identify such children will be limited as
there will not be the right mix of elements to encourage them to perform. As
nations seek to develop their best and brightest in an effort to gain
competitive economic strength and succeed in their development they should take
considerable care in developing those who are likely to contribute the most.
This may mean adjusting the primary and secondary education systems to include
critical thinking, exploration, experimentation, and personal development. Yet
once these creative individuals leave school they should be placed with
employers who can encourage them to solve complex market or scientific
problems.
Cho, S. & Lin, C. (2011). Influence of family processes,
motivation, and beliefs about intelligence on creative problem solving of
scientifically talented individuals. Roeper
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Eccles, et. al. (1993). Development during adolescence: the
impact of stage-environment fit on young adolescents’ experiences in schools
and in families. American Psychologist,
48.
Lubart, T. (1999). Componential
models. In M.A. Runco & S. R. Pritzker (Eds.), Encyclopedia of
creativity (Vol. 1). San Diego, CA: Academic Press.
Runscio, A. & Amabile, T. (1999). Effects of
instructional styles on problem-solving creativity. Creativity Research Journal, 12.
