Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?

  • Sümeyye Arkan, PhD Candidate (Author) Zonguldak Bülent Ecevit University image/svg+xml
    Sümeyye Arkan, PhD candidate in Hacettepe University in the department of Gifted Education. She graduated from Science Teaching and Elementary School Education in Hacettepe University. She is currently working as research assistant in Bulent Ecevit University and her research interests focus on gifted identification, intelligence tests and scientific reasoning based identification among gifted students.
  • Mustafa Serdar Köksal, Prof. Dr. (Author) Hacettepe University image/svg+xml
    Prof. Dr. Mustafa Serdar Köksal, Prof.Dr. in the department of special education at Hacettepe University and has been teaching courses on gifted education and science education since 2015. Before 2015, he worked as research assistant in department of science education, Bulent Ecevit University and as Assisst. Prof.Dr. and Assoc. Prof. Dr. in department of science education, Inonu University. His research interests focus on gifted identification, intelligence tests, developing scientific literacy among gifted students, gifted education and nature of science.
DOI
https://doi.org/10.64546/jaasep.566
Abstract
Sternberg’s Theory of Successful Intelligence proposes a broader and more comprehensive view of intelligence beyond traditional measures like IQ. The theory consists of three main components: analytical, creative, and practical intelligence. The theory suggests that gifted individuals have more developed analytical, creative, and practical intelligence. This study investigated whether analytical thinking and creativity differ between students with and without giftedness. This study also evaluated the relationships between subscales in the context of identification status. The sample consisted of 12 gifted students (Group A) and 27 non-gifted students (Group B). Data were collected using the Scientific Creativity Test (SCT) and the Analytical Thinking Scale for High School Students (ATSHSS). The data were analyzed using the Kruskal-Wallis test and Spearman’s rho coefficients ([rho]). The results showed a slight difference in SCT and ATSHSS between groups A and B. However, Group A had a significantly higher mean ATSHSS "knowledge assimilation" subscale score than Group B. Other significances and relationships were discussed, considering the limitations of the study.
Keywords
Academically Gifted, Comparative Testing, Creativity, Foreign Countries, High School Students, Intelligence
References

Ansburg, P. I., & Hill, K. (2003). Creative and analytic thinkers differ in their use of attentional resources. Personality and Individual Differences, 34(7), 1141–1152. https://doi.org/10.1016/S0191-8869(02)00104-6 DOI: https://doi.org/10.1016/S0191-8869(02)00104-6

Bildiren, A., & Fırat, T. (2020). Giftedness or disability? Living with paradox. International Journal of Primary, Elementary and Early Years Education, 48(6), 746-760, https://doi.org/10.1080/03004279.2020.1761855 DOI: https://doi.org/10.1080/03004279.2020.1761855

Cattell, R. B. (1947). Confirmation and clarification of primary personality factors. Psychometrika, 12(3), 197–220. https://doi.org/10.1007/BF02289253 DOI: https://doi.org/10.1007/BF02289253

Cheng, L., Yan, J., Ma, X., Chen, X., & Liu, Z. (2022). The revision and application of Aurora in China: Based on successful intelligence. Journal of Intelligence, 10(4), 1-19. https://doi.org/10.3390/jintelligence10040120 DOI: https://doi.org/10.3390/jintelligence10040120

Deniş, H., & Balım, A. G. (2012). Bilimsel yaratıcılık ölçeğinin türkçeye uyarlama süreci ve değerlendirme ölçütleri [Adaptation process of Scientific Creativity Test to Turkish and evaluation criteria]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 5(2), 1-21. DOI: https://doi.org/10.12780/UUSBD111

DeWyngaert, L. U. (2016). What makes a successful reader? An examination of creative thinking, analytic thinking and executive functioning (Unpublished master thesis) University of Maryland, Maryland. Reached out from ProQuest Dissertations and Theses Global.

Ferrando, M., Ferrándiz, C. Llor, L. & Sainz, M. (2016). Successful intelligence and giftedness: an empirical study. Anales de Psicología, 32(3), 672-682, http://doi.org/10.6018/analesps.32.3.259431 DOI: https://doi.org/10.6018/analesps.32.3.259431

Gardner, H. E. (2011). Frames of mind: The theory of multiple intelligences. Basic books.

Guilford, J. P. (1956). The structure of intellect. Psychological Bulletin, 53(4), 267-293. https://doi.org/10.1037/h0040755 DOI: https://doi.org/10.1037/h0040755

Havigerová, J. M., Smetanová, V., & Křoustková-Moravcová, I. (2016). Talent and creativity in preschool age children: a pilot study. Studia Pedagogica, 21(4), 77-98. https://doi.org/10.5817/SP2016-4-4 DOI: https://doi.org/10.5817/SP2016-4-4

Heller, K. A. (2004). Identification of gifted and talented students. Psychology Science, 46(3), 302–323.

Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30(2), 179–185. https://doi.org/10.1007/BF02289447 DOI: https://doi.org/10.1007/BF02289447

Hu, W., & Adey, P. (2002). A scientific creativity test for secondary school students. International Journal of Science Education, 24(4), 389-403. DOI: https://doi.org/10.1080/09500690110098912

Kanlı, E. (2019). Creativity In E, Kanlı (Ed.), Creativity and domain applications (pp. 1-29).

Ankara: Nobel Publishing Kara, M., & Ünal, M. (2021). Investigating the compatibility of differentiated writing skill activities in gifted children with SAC directive according to the Maker model. TEBD, 19(1), 75-96. https://doi.org/10.37217/tebd.736985 DOI: https://doi.org/10.37217/tebd.736985

Karasar, N. (2016). Scientific research methods (35th edition). Ankara: Nobel Academic.

Karwowski, M., Czerwonka, M., Wiśniewska, E., & Forthmann, B. (2021). How is intelligence test performance associated with creative achievement? A meta-analysis. Journal of Intelligence, 9(2), 1-19. https://doi.org/10.3390/jintelligence9020028 DOI: https://doi.org/10.3390/jintelligence9020028

Karwowski, M., Dul, J., Gralewski, J., Jauk, E., Jankowska, D. M., Gajda, A., … Benedek, M. (2016). Is creativity without intelligence possible? A necessary condition analysis. Intelligence, 57, 105-117. https://doi.org/10.1016/j.intell.2016.04.006 DOI: https://doi.org/10.1016/j.intell.2016.04.006

Mandelman, S. D., Barbot, B., & Grigorenko, E. L. (2016). Predicting academic performance and trajectories from a measure of successful intelligence. Learning and Individual Differences, 51, 387–393. https://doi.org/10.1016/j.lindif.2015.02.003 DOI: https://doi.org/10.1016/j.lindif.2015.02.003

Mourgues, C. V., Tan, M., Hein, S., Al-Harbi, K., Aljughaiman, A., & Grigorenko, E. L. (2016). The relationship between analytical and creative cognitive skills from middle childhood to adolescence: Testing the threshold theory in the Kingdom of Saudi Arabia. Learning and Individual Differences, 52, 137-147. https://doi.org/10.1016/j.lindif.2015.05.005 DOI: https://doi.org/10.1016/j.lindif.2015.05.005

Ocak, G., & Park, F. (2020). Lise öğrencileri için analitik düşünme ölçeği geliştirme çalışması [Developing Analytical Thinking Scale for High School Students]. Afyon Kocatepe University Journal of Social Sciences, 22(1), 49-68. DOI: https://doi.org/10.32709/akusosbil.565699

Özalp, U., & Özdemir, G. (2022). BİLSEM öğrencilerinin müzikal yaratıcılıklarının ve akış deneyimlerinin uzaktan eğitim uygulaması üzerinden değerlendirilmesi [Evaluation of Science and Art Center Students' Musical Creativity and Flow Experiences Through Distance Education Application]. Turkish Studies-Education, 17(6), 1535-1552. https://doi.org/10.7827/TurkishStudies.63443 DOI: https://doi.org/10.7827/TurkishStudies.63443

Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180. https://doi.org/10.1177/003172171109200821 DOI: https://doi.org/10.1177/003172171109200821

Renzulli, J. S. (1986). The three-ring conception of giftedness: A developmental model for creative productivity. Conception of giftedness. Cambridge: Press Syndicate of University of Cambridge.

Renzulli, J. S. (2016). The three-ring conception of giftedness: A developmental model for promoting creative productivity. In S. M. Reis (Ed.). Reflections on gifted education (pp. 173-192) Waco, TX: Prufrock Press.

Sak, U. (2020). Üstün zekâlılar: özellikleri, tanılanmaları, eğitimleri [The gifted: characteristics, identification, and education]. Ankara: Vize Academic.

Shearer, C. B. (2020). Multiple intelligences in gifted and talented education: Lessons learned from neuroscience after 35 years. Roeper Review, 42(1), 49-63. https://doi.org/10.1080/02783193.2019.1690079 DOI: https://doi.org/10.1080/02783193.2019.1690079

Spearman, C. (1904). General intelligence objectively determined and measured. American Journal of Psychology, 15, 201-293. DOI: https://doi.org/10.2307/1412107

Sternberg, R. J. (2003). What is an expert student? Educational Researcher, 32(8). 5-9. https://doi.org/10.3102/0013189X032008005 DOI: https://doi.org/10.3102/0013189X032008005

Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. New York: Cambridge University Press.

Sternberg, R. J. (2009). The Rainbow and Kaleidoscope Projects: A new psychological approach to undergraduate admissions. European Psychologist, 14(4), 279–287. https://doi.org/10.1027/1016-9040.14.4.279 DOI: https://doi.org/10.1027/1016-9040.14.4.279

Sternberg, R. J. (2012). The triarchic theory of successful intelligence. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment: Theories, tests, and issues (pp. 156–177). New York: The Guilford Press.

Sternberg, R. J. (2018). Speculations on the role of successful intelligence in solving contemporary world problems. Journal of Intelligence, 6(1), 4. https://doi.org/10.3390/jintelligence6010004 DOI: https://doi.org/10.3390/jintelligence6010004

Sternberg, R. J. (2018a). Successful intelligence in theory, research, and practice. In R. Sternberg (Ed.), The Nature of Human Intelligence (pp. 308-322). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316817049.020 DOI: https://doi.org/10.1017/9781316817049.020

Sternberg, R. J., & Grigorenko, E. L. (2002). The theory of successful intelligence as a basis for gifted education. Gifted Child Quarterly, 46(4), 265–277. https://doi.org/10.1177/001698620204600403 DOI: https://doi.org/10.1177/001698620204600403

Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. New York: Free Press.

Sternberg, R. J., & Rainbow Project Collaborators. (2006). The Rainbow Project: Enhancing the SAT through assessments of analytical, practical, and creative skills. Intelligence, 34(4), 321-350. https://doi.org/10.1016/j.intell.2006.01.002 DOI: https://doi.org/10.1016/j.intell.2006.01.002

Sternberg, R. J., Vlad G., Karami, S. Kaufman, J.C. & Shane N. Phillipson, and David D. Preiss. (2021). Meta-Intelligence: Understanding, control, and interactivity between creative, analytical, practical, and wisdom-based approaches in problem solving. Journal of Intelligence, 9(19), 1-22. https://doi.org/10.3390/jintelligence9020019 DOI: https://doi.org/10.3390/jintelligence9020019

Terman, L. M. (1916). The measurement of intelligence. Houghton, Mifflin and Company. https://doi.org/10.1037/10014-000 DOI: https://doi.org/10.1037/10014-000

Tok, E., & Sevinç, M. (2010). Düşünme becerileri eğitiminin eleştirel düşünme ve problem çözme becerilerine etkisi [The effects of thinking skills education on the critical thinking and problem-solving skills of preschool teacher candidates]. Pamukkale University Journal of Education, 27(27), 67-82.

Yıldız, N. (2015). İlkokul sosyal bı̇lgı̇ler öğretı̇mı̇nde başarılı zeka kuramına dayalı etkı̇nlı̇klerı̇n düşünme becerı̇lerı̇ne etkisi. [The effect of activities based on successful intelligence theory on thinking skills in primary school social sciences teaching]. (Unpublished doctoral dissertation) Necmettin Erbakan University, Konya.

There are 41 references in total.
How to Cite
Arkan, S., & Köksal, M. S. (2025). Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?. Journal of the American Academy of Special Education Professionals, 20(1), 23-36. https://doi.org/10.64546/jaasep.566

Winter 2025

Article Information

  • Article Type Articles
  • Submitted January 16, 2025
  • Published February 15, 2025
  • Issue Winter 2025
  • Section Articles
  • File Downloads 0
  • Abstract Views 2
  • Altmetrics
  • Share
Download data is not yet available.