Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students

2021 ◽  
pp. 001698622110129
Author(s):  
Selcuk Acar ◽  
Marcus J. Branch ◽  
Cyndi Burnett ◽  
John F. Cabra
Keyword(s):  
College Students ◽  
African American ◽  
Cultural Differences ◽  
Creative Thinking ◽  
African American College Students ◽  
Gifted Identification ◽  
Diverse Groups

Originality is scored based on standard zero-originality lists (ZOLs) in the Torrance Tests of Creative Thinking (TTCT). The applicability of those ZOLs to diverse groups has not been examined. We examined the consistency of TTCT-Figural’s sample-based (SB) ZOLs and the published ZOLs based on a sample of predominantly African American college students ( n = 464 and n = 493 for Forms A and B, respectively). Then, we scored 193 forms using SB-ZOLs and published ZOLs. Compared with the old ZOLs, the updated ZOLs yielded more consistent results with the SB-ZOLs when a 3% cutoff is used for Activity 3. However, the new ZOLs made more improvement in Form A than Form B and in Activity 2 than Activities 1 and 3. Further studies are needed to determine if the inconsistencies stem from cultural differences or the method of updating the ZOLs. The results are discussed in terms of the implications for gifted identification.

Examination of the Relationship Among Hypnotized Ability, Gender, and Spiritual Activities for African American College Students

2011 ◽  
Author(s):  
Ling-Lun Chien ◽  
Marty Sapp ◽  
Jane P. Liu ◽  
Steve Bernfeld ◽  
Steffanie J. Scholze ◽  
...  
Keyword(s):  
College Students ◽  
African American ◽  
African American College Students ◽  
The Relationship

Attitudes of Community Cohesion in African American College Students

2011 ◽  
Author(s):  
Aleksandra I. Sienkiewicz ◽  
Jacqueline S. Mattis ◽  
Katherine Kirkinis ◽  
Ian A. Gutierrez
Keyword(s):  
College Students ◽  
African American ◽  
African American College Students ◽  
Community Cohesion

Predictors of Academic Self-Concept for African American College Students

2016 ◽  
Vol 43 (6) ◽  
pp. 636-653
Author(s):  
Andrew S. Franklin ◽  
Scott M. Debb ◽  
Darlene G. Colson
Keyword(s):  
College Students ◽  
African American ◽  
Racial Identity ◽  
Grade Point Average ◽  
Self Concept ◽  
African American College Students ◽  
Online Questionnaire ◽  
Convenience Sample ◽  
Grade Point ◽  
Historically Black University

This study explored the roles of demographic variables, grade point average, centrality (an aspect of racial identity), and student-professor interactions in predicting academic self-concept. A convenience sample of 132 African American students (104 females and 28 males) ranging in age from 18 to 38 ( Mage = 26), attending a historically Black university completed an online questionnaire assessing demographic information, grade point average, an aspect of racial identity from the Multidimensional Inventory of Black Identity, student-professor interactions, and academic self-concept. Results showed that grade point average and student-professor interactions characterized by faculty’s level of care were significant factors in predicting academic self-concept. These relationships may be important for understanding salient factors that influence the academic self-concept in African American college students.

Peer Influence on the Psychosocial and Behavioral Health of African American College Students

2017 ◽  
Vol 32 (4) ◽  
Author(s):  
Kentya H. Ford ◽  
Angela Meshack ◽  
Ronald J. Peters ◽  
Mi-Ting Lin ◽  
Sheila Yu
Keyword(s):  
College Students ◽  
African American ◽  
Behavioral Health ◽  
Peer Influence ◽  
The United States ◽  
African American College Students ◽  
Psychosocial Effects ◽  
Study Results ◽  
American Students ◽  
Personal Conflict

The relationship between psychological and behavioral health and bother from non-college at-tending peers was assessed among 180 African American students attending a historically black universityin the southwestern region of the United States in the spring of 2013. Results: Students reporting stressrelated to influence from non-college attending friends reported significantly higher conflicts with theirpartners (5.31 vs. 1.26, p < .05), lower personal conflict resolution (2.00 vs. .70, p < .05), and lowerfamily connectedness (30.81 vs. 34.02, p < .05). Study results emphasize college students’ need for copingskills to address external culturally-linked stressors. The information gained from this research may providestrategic guidance in understanding the behavioral and psychosocial effects of extended peer networks onthe mental health of college students.

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