The purpose of this study was to determine if there was a difference in measuresof creativity and psychosocial development in college Honors and Non-Honors studentsand also to determine interaction effects of demographic and academic background data.Additionally, another purpose was to establish any relationship between measures ofcreativity and psychosocial development. Of the 284 college students participating, 120were honors students and 164 were non-honors students. Participants were administeredthe Torrance Tests of Creative Thinking (TTCT) Verbal Form B, Activities 4 and 5 andthe Student Development Task and Lifestyle Assessment (SDTLA). The TTCT includedscales of fluency, flexibility, originality, and average standard creativity score. TheSDTLA includes the measurement of three developmental tasks, ten subtasks, and twoscales. The participants were volunteers and were tested in four regularly scheduledclasses during the 2006 spring and summer semesters.Two-tailed independent t-tests performed on the dependent variables of theTTCT indicated that the Non-Honors student?s scores were statistically significantly higher on fluency, originality, and the average standard creativity measures. On theaverage standard score, which is considered the best overall gauge of creative power,neither Non-Honors nor Honors student groups TTCT scores were considered higherthan weak (0-16%) (Torrance, 1990). The results of the two-tailed independent t-testsperformed on the dependent variables of the SDTLA resulted in the statisticallysignificant higher development outcome scores in the Honors students. The meanSDTLA scores of both the Honors and Non-Honors scores were not outside of normgroup average scores. The MANOVA data produced moderately statistically significantinteraction effects between classification level and fluency. However, the post hoc testsdid not confirm the difference in classification and fluency. Additional MANOVA dataindicated a significant interaction effect between ethnicity and Lifestyle Planning (LP),and post hoc analysis confirmed the interaction with significant differences in Caucasianand ?Other? students. Classification level significantly interacted with eight of thefourteen development outcomes, nevertheless the post hoc tests showed inconsistentdifferences between classification groups within the developmental outcomes.Correlations between the TTCT and SDTLA did not yield statistically significantrelationships between the creativity and psychosocial development variables.
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