Problem finding, divergent thinking and evaluative thinking in gifted and nongifted students

Abdulla Alabbasi, A. M., Runco, M. A., Sayed Mohammad, A. (2021). Problem finding, divergent thinking and evaluative thinking in gifted and nongifted students. Journal for the Education of the Gifted, 44(4). https://doi.org/10.1177/01623532211044539

Link: https://journals.sagepub.com/doi/10.1177/01623532211044539

Abstract

Investigations of differences between gifted and nongifted students have examined cognitive abilities, including 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 (= 175) and nongifted students (N = 188). ANOVA revealed significant differences between gifted and nongifted students’ PF, DT, and ET, with effect sizes (η2) 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 (R2 = 34% to 42%). Finally, canonical correlation analyses showed moderate-to-strong correlations between DT, PF, and ET scores. Limitations of this study are discussed.