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Abstract
The issue of gender differences in creativity has been a controversial and much-disputed subject for decades. The purpose of this study was to explore gender differences in divergent thinking and the effect of gender-grade level interaction on divergent thinking. The sample consisted of 901 (367 boys and 534 girls), from K to 6, who were recruited from 7 coeducational schools in various rural and urban school districts in southern Egypt. The students’ divergent thinking was assessed using the Test of Creative Thinking-Drawing Production (TCT-DP), a nonverbal measure of creative potential. The results of the study indicated no gender differences in divergent thinking, but the grade level effect was statistically significant, as was the interaction effect between gender and grade level (in 3 of the TCT-DP subscales).
Notes
Note. Cn = Continuations, Cm = Completions, Nee = New elements, CI = Connections (Line), CTH = Connections (Theme), BFD = Boundary-breaking (Fragment-dependent), BFI = Boundary-breaking (Fragment-independent), PE = Perspective, Hu = Humor, Uca = Unconventionality (a), Ucb = Unconventionality (b), Ucc = Unconventionality (c), Ucd = Unconventionality (d), TS = Total Score.
***p < .001.