Creative Ability, Creative Ideation and Latent Classes of Creative Achievement: What Is the Role of Personality?

Sophie von Stumm*, Audrey Chung, Adrian Furnham

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Silvia and colleagues (Silvia, Kaufman, & Pretz, 2009) highlighted the advantages of latent class analysis when studying creative achievement. The current study replicates and expands Silvia and colleagues' (2009) findings on creative achievement in a sample of 656 students, of which 223 were also assessed on creative ability and ideation, as well as a broad range of personality traits. A latent class analysis identified three groups of noncreative people, average creative achievers with high interpersonal competence, and high creative achievers; the adequacy of this class solution was further supported by mean differences in divergent thinking, creative ideation, and personality in the expected directions. In a multinomial regression model, hypomania was identified as stable, significant predictor of creative achievement class membership. Overall, creative ability, ideation and achievement were shown to be only loosely interrelated, complicating the evaluation of personality's role in creative competence.

Original languageEnglish
Pages (from-to)107-114
Number of pages8
JournalPsychology of Aesthetics, Creativity, and the Arts
Volume5
Issue number2
DOIs
Publication statusPublished - 1 May 2011

Keywords

  • Creative achievement
  • Creative ideation
  • Divergent thinking
  • Latent class analysis
  • Personality

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