College Students' Scores on Torrance's Tests of Creative Thinking

1974 ◽  
Vol 35 (1) ◽  
pp. 65-66 ◽  
Author(s):  
David L. Johnson
Keyword(s):  
College Students ◽  
Social Work ◽  
Birth Order ◽  
Test Scores ◽  
Creative Thinking ◽  
Social Work Students ◽  
College Majors ◽  
Class Standing ◽  
Home Community ◽  
Mean Differences

54 social work students were given a questionnaire and the Torrance Tests of Creative Thinking. Ss' mean fluency, flexibility, and originality scores were analyzed by t tests against own sex, age, birth order, father's occupation, size of home community, class standing, and Torrance test scores from 10 college samples. Significant mean differences were only between (a) sophomores' and seniors' fluency and flexibility, (b) sophomores' and juniors' flexibility, (c) Ss' fluency and that of five other samples of fluency scores, (d) Ss' flexibility and that of five other samples, (e) Ss' originality and that of six other samples, (f) seniors' scores and six other sets of seniors' scores, (g) sophomores' scores and four other sets of sophomores' scores. Generally, the higher Ss' class, the lower the creativity scores. Social work Ss tended to score lower than other college majors on the Torrance tests.

Instructions for Three Levels of Reward and Creativity Test Scores of College Students

1976 ◽  
Vol 38 (2) ◽  
pp. 411-414 ◽  
Author(s):  
Randy S. Cox ◽  
William R. Nash ◽  
Michael J. Ash
Keyword(s):  
College Students ◽  
Test Scores ◽  
Creative Thinking ◽  
Junior College ◽  
Not Given ◽  
Final Grade ◽  
School Settings ◽  
Psychology Course ◽  
Junior College Students ◽  
Credit Points

118 junior college students were administered the Unusual Uses sub-test of the Torrance Tests of Creative Thinking. Students from three intact classes received instructions indicating three levels of reward while a fourth group served as a control and was not given such instructions. The instructions included the offer of extra credit points toward their final grade in an introductory psychology course. The Unusual Uses test yielded scores of Fluency, Flexibility, and Originality for each subject. No significant differences were found between groups on any of the three creativity scores. An additional analysis yielded no significant sex or sex by treatment interactions. Conclusions concerning the possibility of these instructions eliciting stress or anxiety in the subjects were discussed along with supporting literature, due to an apparent trend toward depression of scores by the experimental groups. Implications of using reward instructions in school settings were also examined.

Differences among College Students' Perceptions of Family Satisfaction

1989 ◽  
Vol 68 (1) ◽  
pp. 129-130
Author(s):  
Gregory E. Kennedy
Keyword(s):  
College Students ◽  
Social Class ◽  
Marital Status ◽  
Birth Order ◽  
Family Satisfaction ◽  
Family Form ◽  
Different Ages ◽  
Home Community ◽  
Time Away

Differences in reported family satisfaction were found among groups of college students of different social class, family form, length of time away from home. Differences were not found among students of different ages, races, birth order, marital status, or size of home community.

Rewarding Instructions vs Brainstorming on Creativity Test Scores of College Students

1977 ◽  
Vol 41 (3) ◽  
pp. 951-954 ◽  
Author(s):  
Randy S. Cox
Keyword(s):  
College Students ◽  
Test Scores ◽  
Creative Thinking ◽  
Junior College ◽  
Future Research ◽  
Final Exam ◽  
Warm Up ◽  
Different Dimensions ◽  
Psychology Course ◽  
Junior College Students

86 junior college students were administered the Unusual Uses subtest of the Torrance Tests of Creative Thinking. Students from three intact classes received instructions for contingent and non-contingent rewards while a fourth group experienced a short “warm-up,” brainstorming activity. The fifth group served as a control. The reward instructions included an offer to remove a comprehensive final exam in an introductory psychology course. The Unusual Uses test yielded scores of fluency and originality for each subject. When pretest scores were statistically co-varied out, no significant differences were found between groups on any of the five creativity scores at posttest whereas differences in attitudes towards the task approached significance. Conclusions concerning the effects of the two strategies on different dimensions of creativity and attitudes were discussed. Implications and suggestions for future research were mentioned.

scholarly journals Harnessing Technology for Research During the COVID-19 Pandemic: A Mixed Methods Diary Study Protocol

2021 ◽  
Vol 20 ◽  
pp. 160940692098604
Author(s):  
L. Y. Saltzman ◽  
L. D. Terzis ◽  
T. C. Hansel ◽  
J. M. Blakey ◽  
D. Logan ◽  
...  
Keyword(s):  
Social Work ◽  
Mixed Methods ◽  
Phase 1 ◽  
Social Work Students ◽  
Diary Study ◽  
Cross Sectional ◽  
Master Of Social Work ◽  
Global Pandemic ◽  
Msw Students ◽  
Changes Over Time

Project Title: Psychosocial Reactions to a Global Pandemic: A Diary Study During COVID-19. Design: The study uses a mixed methods design that includes both a cross-sectional quantitative survey and qualitative diary entries submitted online eight times by student participants. Context of Study: The study timeline spans the full shutdown, phase 1 reopening, and phase 2 reopening of New Orleans Louisiana. Objectives: The study has three primary objectives: (1) To better understand the experiences of Social Work Students during the COVID-19 pandemic; (2) To explore risk and protective factors that influences Social Work Students’ ability to cope with stressors and changes associated with the COVID-19 pandemic; and (3) to track changes over time in coping among Social Work Students during the COVID-19 pandemic. Study Population: Current Master of Social Work (MSW) Students enrolled at Tulane University during the COVID-19 Pandemic will be invited to participate in this study.

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