Authors
Abstract
The present research aims to study the differences
in thinking styles and emotional creativity in gifted and ordinary 1st-grade
high school studentsin Urmia city. The research method was that of
causal-comparative. Using multi-stage cluster sampling method, 400 subjects
(including 200 gifted, 200 ordinary ones) were selected from among the 1st-grade
high school students in Urmia. The Thinking Styles Inventory (Sternberg, 1994)
and the Emotional Creativity Inventory (Averill, 1994) were carried out on
them. The data were analyzed using multivariate analysis of variance (MANOVA). The results showed that there was a significant
difference between ordinary and gifted students in their emotional creativity
and thinking styles. The mean of legislative and judicial thinking styles in
gifted students were higher than that of ordinary students. Moreover, the mean
of executive, global, local, and conservative thinking styles in ordinary
students were higher than that of gifted students. Generally, the results
suggest that the interaction between thinking styles and emotional creativity
is an important factor in students’ individual learning differences. Although
the results of this research are exploratory in nature, they have practical
implications
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