Underachievement and Creativity: Are Gifted Underachievers Highly Creative?

By Kyung H Kim. 2008

93 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/136a79525cbeaeec654ebb20d2be1f473e9c189f

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Effect of Problem-Based Learning on the Creative Thinking and Critical Thinking Disposition of Students in Visual Arts Education. (2018, background): “Kim (2008) emphasized that creative students enjoy the uncertainty of unknown things.”
Follow the crowd in a new direction: When conformity pressure facilitates group creativity (and when it does not) (2012, background): “…a frequently cited example of an eminently creative individual who was unable to be creative in environments with excessive conformity pressure and only managed to resume his creative endeavors once he moved into a less controlling environment (Amabile, 1979; Hennessey & Amabile, 1987; Kim, 2008).”
Creativity and Academic Achievement: A Meta-Analysis (2017, background): “Similar thresholds may exist in the relationship between creativity and academic achievement, such as high levels of academic achievement suppressing creativity (see Simonton, in press) or, conversely, high levels of creativity negatively influencing academic achievement (Kim, 2008).”
The Creativity Crisis: The Decrease in Creative Thinking Scores on the Torrance Tests of Creative Thinking (2011, background): “Underachievement leads to lower levels of educational attainment (Kim, 2008b), and high school students who are creative are more likely to dropout than other students, according to Kim and Hull’s (in press) examination of data sets from the National Educational Longitudinal Study (NELS: 88) and…”
Creative Teaching: Why it Matters and Where to Begin (2011, background): “Ill-equipped teachers, perceived time constraints, challenges to the status quo, and viewing creative practices as “extras” all lead to the exclusion of creative teaching and learning (Beghetto 2007 ; Fleith 2000 ; Kim 2008 ; Makel 2009; Schacter, Thum, and Zifkin 2006).”