Open AccessUsing a creativity test standardized on a Hungarian sample to identify high creative abilities of socially disadvantaged students
Author(s) -
Emese Rákóczi,
Imre Szitó
Publication year - 2021
Publication title -
south florida journal of development
Language(s) - English
Resource type - Journals
ISSN - 2675-5459
DOI - 10.46932/sfjdv2n2-102
Subject(s) - creativity , originality , psychology , divergent thinking , disadvantaged , test (biology) , construct (python library) , sample (material) , torrance tests of creative thinking , standardized test , social psychology , developmental psychology , mathematics education , cognitive psychology , computer science , paleontology , chemistry , chromatography , political science , law , biology , programming language
Although there is no consensus about the nature of the connection between creativity and divergent thinking, divergent thinking is an important indicator of creative abilities. Creativity is an important characteristic of the diversity of giftedness that contains general and domain specific manifestations. The MONDALK Test measuring divergent thinking was developed in Hungary utilizing and furthering the principles of Wallach–Kogan Creativity Tests (WKCT) and standardized on a representative sample of 1219 students aged 7-18. The results of the confirmatory factor analysis show that the A and B versions of the three subtests of the test measure a unified construct of the related visual, linguistic and productivity focused domains that also differ in domain-specific characteristics. In gifted identification, test bias against socially disadvantaged students and students at the risk of school dropout can only be eliminated if we use an 80th percentile cut-off point of originality and quality of originality measures instead of the usual 90th percentile cut-off point.