Premium
Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity‐Related Traits
Author(s) -
Taylor Christa L.,
Zaghi Arash E.,
Kaufman James C.,
Reis Sally M.,
Renzulli Joseph S.
Publication year - 2020
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/jocb.370
Subject(s) - creativity , fluency , originality , psychology , divergent thinking , developmental psychology , executive functions , creative thinking , cognitive psychology , resistance (ecology) , cognition , social psychology , mathematics education , neuroscience , ecology , biology
ABSTRACT Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk‐taking, and creative self‐efficacy. Undergraduate engineering students ( N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self‐report measures of intellectual risk‐taking and creative self‐efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD . Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk‐taking was predicted by memory, effort, and activation, whereas creative self‐efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed.