The Effect of unlimited Talent Theory on developing Divergent thinking Skills and Motivation for Creativity among H2 Students in the UAE
Keywords:
(TUM) model activities, thinking talents, motivation for creativity
Abstract
The research aims to answer two main questions: what is the impact of the activities of the multiple talent programme on developing the creative thinking skills of sixth grade students in the UAE and developing their motivation for creativity? The research sample consisted of female and male students from "Al Nouf" Elementary School for Girls in Sharjah, and from "Al Bidaa" Elementary Education School for Boys in Fujairah, divided into experimental and control groups.
To achieve the research objectives, I designed a training programme that follows the talents unlimited model.
The results indicated that there are statistically significant differences between the averages marks o students in the experimental and control groups in favour of the experimental one on the dimensional and total divergent thinking test and its five sections and on the motivation test in its six dimensions.
Based upon the results, the researcher concluded the following: - The talents unlimited model has a significant impact on developing divergent thinking skills among the subjects in the experimental group.
The students acquired the skills to develop and provide various ideas.
The model enhances the students' ability to suggest creative and unconventional ideas.
The talents unlimited model activities have a clear statistical significance as demonstrated by the average scores of the experimental group.
References
References
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32. Schiever, S. W. (1990). A comprehensive teaching thinking. Boston: Allyn and Ba.
33. Schlichter, C. L. (1979). The multiple talent approach to the world of work. Roeper Review(2), 17-20.
34. Schlichter, C. L. (1981). The multiple talent approach in mainstream and gifted programs. Exceptional Children, 48(2), 144-50.
35. Scott J. Peters & Michael Matthews & Matthew T McBee & D. Betsy McCoach
Copyright (C) 2014, Prufrock Press, Inc. ISBN - 10:1618211218
36. Sternberg, R., & Lubart, T. I. (1995). Defying the Crowd: Cultivating Creativity in a Culture of Conformity. New York : Free Press.
37. Talafahah, F. (2009). The effect of using the talents unlimited programme and the cognitive emotional interaction model in teaching geography on the creative abilities and perceived self-efficacy of tenth grade students. Unpublished Ph.D. thesis. Amman, Jordan.
38. Taylor, C. W. (1978). How many types of giftedness can your program tolerate? Journal of Creative Behaviour, 1(12), 39-51.
39. Taylor, C. W. (1988). Various approaches and definitions of creativity. In R. Sternberg, The nature of creativity (pp. 99-121). New York : Cambridge University Press . v. (n.d.).
40. Wagner, T. (2010). The global achievement gap: Why even our best schools don't. New York: Basic Books .
41. Zhang, Z., Hoxha, L., Aljughaiman, A., & al, e. (2018). Creativity motivation construct development and cross-cultural validation. Psychological Test and Assessment Modelling, 60(4), 517-30.
42. Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12(1), 145-181. doi:10.1207/S15327809JLS1202_1
43. Williams, F. (1993). Creativity Assessment Packet Manual. Texas: PRO- ED, Inc.
1. Al-Anzi, Nawaf sari.2016 .راء teachers of Public Schools in the state of Kuwait about the relationship of the goals contained in the basic documents of educational stages with the interactive school mediacollege of Education, Kuwait University, the state of Kuwait.
2. Educational journal. MJ. 30, p. 120, C. 2, September 20.16
3. Abu-Rayash, H. (2007). Cognetive Learning (1 ed.). Amman: Darulmasira.
4. Aladwani, H. S. (2007). Personal Traits That Distinguish the Gifted According to Taylor's Theory of Multiple Talents among a Sample of Students in the State of Kuwait. Unpublished Ph.D. Thesis. Amman, Jordan: Ammanb Arab University.
5. Aldahan, M. (2013, July ). The effectiveness of the Talents Unlimited Programme on developing innovative thinking among third year Special education students. Journal of Special Education Research(3).
6. Aldahan, M. (2013). The Effectiveness of the Unlimited Talents Program in Developing Innovative Thinking among Third Year Students of Special Education. Journal of Special Education(31).
7. Aldilimi, Y. (2005). the impact of the multiple talent program on developing thinking patterns associated with the right of the brain), the left of the preparatory stage students. (PhD thesis). Mosul University.
8. Aljamal, M., Alhuwaidi, Z., & Ben-Daniah, A. (2003). The Methods of Identifying the Talented and Gifted and Developing Thinking and Creativity. Alain: Unversity Book.
9. Aljughaiman, A. (2018). The Complete Guide to Designing and Implementing Educational Programmes for the Gifted. Alabikan Publishing.
10. Aljughaiman, A., & Albuyosif, W. (2022). Hidden biases in the nomination and selection of talented students. King Faisal Scientific Journal.
11. Alqatami, N. (2003). Teaching Children Thinking. Amman: Darulfikr .
12. AlSenussi, M. J ' (2022). Degree of recruitment of Islamic education teachers for the strategy of discovery directed at teaching to develop higher thinking skills. Journal of the Faculty of Education for Girls. Journal of the Faculty of Education for Girls
13. Alsoror, N. H. (2022). An Introduction to the Education of the Gifted and Talented. Amman: Darulfikr.
14. Amabile, T. M., & Gryskiewicz, N. D. (1989). The creative environment scales: Work environment inventory. Creativity Research Journal(2), 231-253.
15. Amazian, M. (2015). Learning Methods and Problem Solving. Learning Psychology, Pedagogy and Evaluation.
16. Bellis, M. (2019). Critical Thinking and Creative Thinking Skills Following Calvin Taylor's Model. Retrieved from https://www.thoughtco.com/critical-and-creative-thinking-skills-1991449
17. Beyer, B. K. (1984). Improving thinking skill—Defining the problem. 7(65), 486-90.
18. Buerk, S. (2016). Implication of the Talent Development Framework for Curriculum Design. New York.
19. Chissom, B. S., & McLean. (1979). Establishing the validity of a Talents Unlimited program at the school level. Mobile, AL, USA. doi:ERIC Document Reproduction Service No. ED 181065
20. Conti, R., Amabile, T. M., & Pollak, S. (1995). The positive impact of creative activity: Effects of creative task engagement and motivational focus on college students' learning. Personality and Social Psychology Bulletin, 21(10), 1107–1116.
21. Csikszentmihalyi, M. (1993). Flow. New York : Harper Collins.
22. Csikszentmihalyi, M. (1996). Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins.
23. Dillon, J., & Scott, W. (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24(11), 1111-7.
24. Good, C. V., Merkel, W. R., & Kappa, P. D. (1973). Dictionary of Education (2 ed.). New York: McGrow Hill.
25. Guilford, J. P. (1966). Intelligence: 1965 model. American Psychologist(21), 20-26.Miri, B., David, B.-C., & Uri, Z. (2007). Purposely Teaching for the Promotion of Higher-order Thinking Skills: A Case of Critical Thinking. Research in Science Education, 37(4), 353-369.
26. Newman, J. L. (2005). Talents and Type Ills: The Effects of the Talents Unlimited Model on Creative Productivity in Gifted Youngsters. Roeper Review, 27(2), 84-90.
27. Olszewski, P. (2016). Implications of the Talent Development Framework for Curriculum Design. New York.
28. Ozi, A. (2013). Fostering a culture of excellence and creativity in the family and school. Teaching Journal(2).
29. Pintrich, P., Smith, D., Garcia, T., & Wilbert Mckeachie. (1991). A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). Michigan University. Michigan University.
30. Renzulli, J. (1977). The Enrichment Triad Model: a Plan for Developing Defensible Programs for the Gifted and Talented. Gifted Child Quarterly, 21(2), 227-233.
31. Salari, M., Roozbehi, A., Zarifi, A., & Tarmizi, R. A. (2018). Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC Medical Education, 18(1). doi:https://doi.org/10.1186/s12909-018-1305-0
32. Schiever, S. W. (1990). A comprehensive teaching thinking. Boston: Allyn and Ba.
33. Schlichter, C. L. (1979). The multiple talent approach to the world of work. Roeper Review(2), 17-20.
34. Schlichter, C. L. (1981). The multiple talent approach in mainstream and gifted programs. Exceptional Children, 48(2), 144-50.
35. Scott J. Peters & Michael Matthews & Matthew T McBee & D. Betsy McCoach
Copyright (C) 2014, Prufrock Press, Inc. ISBN - 10:1618211218
36. Sternberg, R., & Lubart, T. I. (1995). Defying the Crowd: Cultivating Creativity in a Culture of Conformity. New York : Free Press.
37. Talafahah, F. (2009). The effect of using the talents unlimited programme and the cognitive emotional interaction model in teaching geography on the creative abilities and perceived self-efficacy of tenth grade students. Unpublished Ph.D. thesis. Amman, Jordan.
38. Taylor, C. W. (1978). How many types of giftedness can your program tolerate? Journal of Creative Behaviour, 1(12), 39-51.
39. Taylor, C. W. (1988). Various approaches and definitions of creativity. In R. Sternberg, The nature of creativity (pp. 99-121). New York : Cambridge University Press . v. (n.d.).
40. Wagner, T. (2010). The global achievement gap: Why even our best schools don't. New York: Basic Books .
41. Zhang, Z., Hoxha, L., Aljughaiman, A., & al, e. (2018). Creativity motivation construct development and cross-cultural validation. Psychological Test and Assessment Modelling, 60(4), 517-30.
42. Zohar, A., & Dori, Y. J. (2003). Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences, 12(1), 145-181. doi:10.1207/S15327809JLS1202_1
43. Williams, F. (1993). Creativity Assessment Packet Manual. Texas: PRO- ED, Inc.
Published
2023-11-10
How to Cite
Dr. Fatema Matar Halool. (2023). The Effect of unlimited Talent Theory on developing Divergent thinking Skills and Motivation for Creativity among H2 Students in the UAE. Journal of Arts, Literature, Humanities and Social Sciences, (97), 155-176. https://doi.org/10.33193/JALHSS.97.2023.931
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