Seven Questions about Creativity and Creative Thinking

Annex B. Figures and tables available online

Table B.1. Chapter 1 tables and figures

Figure 1.1		High-scoring holistic creativity responses tend to be highly appropriate
Figure 1.2		Holistic creativity scores and appropriateness scores are strongly correlated
Figure 1.3		High-scoring holistic creativity responses also tend to have high originality and value
Figure 1.4		The most creative answers are more original than they are valuable
Table B1.1	WEB	Share of responses in each appropriate score category, amongst all responses in each holistic creativity score category
Table B1.2	WEB	Correlation between response appropriateness score and holistic creativity score, by task
Table B1.3	WEB	Share of responses in each original score category, amongst all responses in each holistic creativity score category
Table B1.4	WEB	Share of responses in each value score category, amongst all responses in each holistic creativity score category
Table B1.5	WEB	Mean response appropriate and value scores amongst all responses with high originality scores, by holistic creativity score category group
Table B1.6	WEB	Mean response appropriate and originality scores among all responses with high value scores, by holistic score category group
Table B1.7	WEB	Mean response originality score, by holistic score category
Table B1.8	WEB	Mean response value score, by holistic score category
Table B1.9	WEB	Correlation between response originality score and holistic creativity score, by task
Table B1.10	WEB	Correlation between response value score and holistic creativity score, by task
Table B1.11	WEB	Mean idea sum and individual criteria scores for Task 1 - Science Fair Poster
Table B1.12	WEB	Mean response idea sum and individual criteria scores for Task 2 - Illustration Titles
Table B1.13	WEB	Mean idea sum and individual criteria scores for Task 3 - 2983
Table B1.14	WEB	Mean idea sum and individual criteria scores for Task 4 - Save the Bees
Table B1.15	WEB	Mean response idea sum and individual criteria scores for Task 5 - Food Waste
Table B1.16	WEB	Mean response idea sum and individual criteria scores for Task 6 - Save the River
Table B1.17	WEB	Mean response idea sum and individual criteria scores for Task 7 - The Exhibit
Table B1.18	WEB	Variance in holistic creativity scores explained by response appropriateness, originality and value scores

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Table B.2. Chapter 2 tables and figures

Figure 2.1		Nearly half of all student responses in ‘generate diverse ideas’ tasks contained at least one creative idea
Figure 2.2		The share of student responses containing creative ideas varies across country-language groups
Figure 2.3		Only one quarter of responses to ‘generate creative ideas’ tasks were creative
Figure 2.4		Divergent thinking tasks consistently led to more student responses with creative ideas
Table B2.1	WEB	Share of student responses with none, one, two or three creative ideas, by 'generate diverse ideas' (GDI) tasks
Table B2.2	WEB	Mean response idea sum and individual criteria scores, by task ideation process and by task context
Table B2.3	WEB	Share of student responses with a creative idea, by 'generate creative ideas' (GCI) tasks
Table B2.4	WEB	Share of student responses that include at least one creative idea, by task ideation process
Table B2.5	WEB	Mean idea sum and individual criteria scores of the most creative idea per student response, by 'generate diverse ideas' (GDI) tasks
Table B2.6	WEB	Mean idea sum and individual criteria scores, by response idea position in ‘generate diverse ideas’ (GDI) tasks
Table B2.7	WEB	Relative share of most creative ideas per student response in each idea position in ‘generate diverse ideas’ (GDI) tasks

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Table B.3. Chapter 3 tables and figures

Figure 3.1		Few students across country-language groups manage to be creative all-rounders
Figure 3.2		Some country-language groups have more creative all-rounders than others
Figure 3.3		Creative all-rounders are more likely to be girls, be from an advantaged socio-economic background, and score more highly in reading than non-all-rounders
Figure 3.4		Creative all-rounders report stronger attitudes and beliefs associated with creativity
Figure 3.5		Creative all-rounders report higher levels of assertiveness and perseverance, but lower levels of stress resistance
Figure 3.6		Students that report strong attitudes and socio-emotional skills associated with creativity are more likely to score highly across creative tasks
Table B3.1	WEB	Pairwise residual item correlations, by task pairs
Table B3.2	WEB	Share of students that achieved high-scoring responses amongst students that took at least 3 tasks, by number of high-scoring responses
Table B3.3	WEB	Share of girls/boys that achieved high-scoring responses amongst students that took at least 3 tasks, by number of high-scoring responses
Table B3.4	WEB	Share of advantaged/disadvantaged students that achieved high-scoring responses amongst students that took at least 3 tasks, by number of high-scoring responses
Table B3.5	WEB	Mean scores in mathematics and reading amongst students that took at least 3 tasks, by number of high-scoring responses
Table B3.6	WEB	Variance in the number of high-scoring responses explained by student gender, socio-economic status, and mathematics and reading scores
Table B3.7	WEB	Mean index scores in select attitudes and traits amongst students that took at least 3 tasks, by number of high-scoring responses
Table B3.8	WEB	Mean index scores in select socio-emotional skills amongst students that took at least 3 tasks, by number of high-scoring responses
Table B3.9	WEB	Strength of the relationship between select attitude/belief indices and mean number of high-scoring responses, before and after accounting for mathematics and reading
Table B3.10	WEB	Strength of the relationship between select socio-emotional skills indices and mean number of high-scoring responses, before and after accounting for mathematics and reading

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Table B.4. Chapter 4 tables and figures

Figure 4.1		Appropriateness scores contribute most to the average idea score, followed by value then originality scores
Figure 4.2		Ideas in creative expression tasks tend to be more original than valuable, whereas ideas in problem solving tasks tend to be the opposite
Figure 4.3		Most relatively creative responses are highly appropriate, in all country-language groups, though the share varies
Figure 4.4		Relatively creative responses tend to be more highly valuable than original, though not in all country-language groups
Figure 4.5		The relationship between holistic creativity scores and response appropriateness, originality and value scores varies significantly by country-language group
Figure 4.6		Appropriateness, originality and value explain most – but not all – of the variation in holistic creativity scores
Table B4.1	WEB	Share of the mean idea criteria score (appropriateness, originality and value) within the mean idea sum score, by task group
Table B4.2	WEB	Share of responses with a high mean response criteria score (appropriateness, originality and value) amongst relatively creative responses
Table B4.3	WEB	Partial variation in holistic creativity scores explained by mean response score criteria (appropriateness, originality, value)
Table B4.4	WEB	Total variation in response holistic creativity scores explained by mean response score criteria (appropriate, originality and value scores) in 'generate creative ideas' (GCI) tasks only

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Table B.5. Chapter 5 tables and figures

Figure 5.1		Food Waste task
Figure 5.2		Nearly half of all student ideas in Food Waste fall within the same sub-branch of the C-K tree
Figure 5.3		Cross-cultural variability is relatively stable in Food Waste
Figure 5.4		The Exhibit task
Figure 5.5		Over half of all ideas in The Exhibit correspond to two sub-branches of the C-K Tree
Figure 5.6		There is significant cross-cultural variability in the share of ideas across sub-branches in The Exhibit
Figure 5.7		Students found it harder to suggest ideas in different sub-branches in The Exhibit than in Food Waste
Figure 5.8		Share of ideas in sub-branches within the international fixation path for Food Waste and The Exhibit
Figure 5.9		Girls and advantaged students are more likely to suggest ideas within the fixation path than boys and disadvantaged students
Figure 5.10		At least two thirds of ideas within each country-language group corresponds to the international fixation path for the Food Waste task, though the share varies significantly
Figure 5.11		At least two thirds of ideas within each country-language group corresponds to the international fixation path for The Exhibit task, though the share varies significantly
Table B5.1	WEB	Share of students that achieved the maximum response flexibility score on 'generate diverse ideas' (GDI) tasks
Table B5.2	WEB	Share of students by response flexibility score in Task 5 - Food Waste
Table B5.3	WEB	Share of ideas in each sub-branch of the Conceptual Knowledge (C-K) tree for Task 5 - Food Waste (I)
Table B5.4	WEB	Share of ideas in each sub-branch of the Conceptual Knowledge (C-K) tree for Task 5 - Food Waste (II)
Table B5.5	WEB	Modal node and share of ideas (as a percentage of all ideas) within each sub-branch of the Conceptual-Knowledge (C-K) Tree for Task 5 - Food Waste
Table B5.6	WEB	Share of ideas (as a proportion of all ideas) in the 5 most common idea nodes in the Conceptual Knowledge (C-K) Tree for Task 5 - Food Waste
Table B5.7	WEB	Percentage of students with idea flexibility scores 0, 1 and 2 (criteria-based method) in Task 7 - The Exhibit
Table B5.8	WEB	Share of ideas in each sub-branch of the Conceptual Knowledge (C-K) tree for Task 7 - The Exhibit (I)
Table B5.9	WEB	Share of ideas in each sub-branch of the Conceptual Knowledge (C-K) tree for Task 7 - The Exhibit (II)
Table B5.10	WEB	Share of ideas (as a proportion of all ideas) in the 5 most common idea nodes in the Conceptual Knowledge (C-K) Tree for Task 7 - The Exhibit
Table B5.11	WEB	Modal node and share of ideas (as a percentage of all ideas) within each sub-branch of the Conceptual-Knowledge (C-K) Tree for Task 7 - The Exhibit
Table B5.12	WEB	Share of students that suggest ideas in 1, 2 or 3 different sub-branches of the Conceptual-Knowledge (C-K) Tree for Task 5 - Food Waste
Table B5.13	WEB	Share of students that suggest ideas in 1, 2 or 3 different sub-branches of the Conceptual-Knowledge (C-K) Tree for Task 7 - The Exhibit
Table B5.14	WEB	International fixation path categories for Task 5 - Food Waste and Task 7 - The Exhibit
Table B5.15	WEB	Relative share of ideas in fixation and expansive paths (international and national path references) amongst boys and girls for Task 5 - Food Waste
Table B5.16	WEB	Relative share of ideas in fixation and expansive paths (international and national path references) amongst boys and girls for Task 7 - The Exhibit
Table B5.17	WEB	Relative share of ideas in fixation and expansive paths (international and national path references) amongst advantaged and disadvantaged students for Task 5 - Food Waste
Table B5.18	WEB	Relative share of ideas in fixation and expansive paths (international and national path references) amongst advantaged and disadvantaged students for Task 7 - The Exhibit
Table B5.19	WEB	Top 5 sub-branches with the highest-scoring mean idea sum scores for Task 5 - Food Waste
Table B5.20	WEB	Top 5 sub-branches with the highest-scoring mean idea sum scores for Task 7 - The Exhibit
Table B5.21	WEB	Mean response idea sum and criteria scores of ideas within the international fixation path for Task 5 - Food Waste, by gender
Table B5.22	WEB	Mean response idea sum and criteria scores of ideas within the international fixation path for Task 7 - The Exhibit, by gender
Table B5.23	WEB	Mean response idea sum and criteria scores of ideas within the international fixation path for Task 5 - Food Waste, by socio-economic status (advantaged/disadvantaged)
Table B5.24	WEB	Mean response idea sum and criteria scores of ideas within the international fixation path for Task 7 - The Exhibit, by socio-economic status (advantaged/disadvantaged)
Table B5.25	WEB	Share of ideas in the international fixation/expansion path for Task 5 - Food Waste, by country-language, region and language groups
Table B5.26	WEB	Share of ideas in the international fixation/expansion path for Task 7 - The Exhibit, by country-language, region and language groups

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Table B.6. Chapter 6 tables and figures

Figure 6.1		In no country-language group do boys significantly outscore girls on average
Figure 6.2		There are relatively more girls than boys amongst top performers, and relatively many more boys than girls amongst low performers
Figure 6.3		Girls significantly outscore boys in tasks in all domains, on average, and in most country-language groups
Figure 6.4		Girls are more confident than boys at being creative, in general, and telling creative stories, but report far less confidence than boys in creative scientific or invention tasks
Figure 6.5		On average, girls are overrepresented amongst the top 10% of performers in creative thinking tasks
Figure 6.6		On average, boys are overrepresented amongst the lowest 10% of performers in creative thinking tasks
Table B6.1	WEB	Mean standardised holistic creativity score, by gender
Table B6.2	WEB	Variation (standard deviation) in standardised holistic creativity scores of boys and girls
Table B6.3	WEB	Variation (standard deviation) in idea criteria scores
Table B6.4	WEB	Gender differences and gender effect sizes in creative thinking and reading scores
Table B6.5	WEB	Share of boys and girls amongst responses in the top/bottom quartile of standardised holistic creativity scores (all tasks)
Table B6.6	WEB	Mean idea and response criteria scores of boys and girls, across all tasks
Table B6.7	WEB	Mean standardised holistic creativity score of boys and girls, by domain context
Table B6.8	WEB	Mean creative self-efficacy index score and share of students that feel confident in doing select creative activities, by gender
Table B6.9	WEB	Share of boys and girls amongst responses in the top/bottom decile of standardised holistic creativity scores (all tasks)

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Table B.7. Chapter 7 tables and figures

Figure 7.1		Disadvantaged students struggle the most in coming up with appropriate ideas
Figure 7.2		Disadvantaged students scored comparatively lower than advantaged students in ‘generate creative ideas’ tasks than in ‘generate diverse ideas’ tasks
Figure 7.3		Socio-economic status explains a larger proportion of the variation in holistic creativity scores than students’ mean response idea sum scores
Figure 7.4		Tasks differ in how much socio-economic status influences student creativity scores
Figure 7.5		Self-efficacy beliefs moderate socio-economic disparities in standardised holistic creativity scores in all country-language groups
Figure 7.6		Students with an immigrant background tend to achieve lower scores than students without an immigrant background
Figure 7.7		Mathematics and reading scores explain most of the differences in scores by immigrant background
Table B7.1	WEB	Correlation between PISA economic, social and cultural status (ESCS) index and standardised holistic creativity scores
Table B7.2	WEB	Correlation between PISA economic, social and cultural status (ESCS) index and mean response idea sum scores
Table B7.3	WEB	Mean standardised holistic creativity scores by student socio-economic profile (advantaged/disadvantaged students)
Table B7.4	WEB	Mean response idea sum and individual criteria scores by student socio-economic profile (advantaged/disadvantaged students) (I)
Table B7.5	WEB	Mean response idea sum and individual criteria scores by student socio-economic profile (advantaged/disadvantaged students) (II)
Table B7.6	WEB	Mean response idea sum and individual criteria scores by student socio-economic profile (advantaged/disadvantaged), by task ideation process
Table B7.7	WEB	Mean standardised holistic creativity scores by student socio-economic profile (advantaged/disadvantaged), by task ideation process
Table B7.8	WEB	Variance in standardised holistic creativity scores explained by student socio-economic status (PISA ESCS index)
Table B7.9	WEB	Variance in mean response idea sum scores explained by socio-economic status (PISA ESCS index)
Table B7.10	WEB	Variance in standardised holistic creativity scores explained by socio-economic status (PISA ESCS index), by task
Table B7.11	WEB	Variance in mean response idea sum scores explained by socio-economic status (PISA ESCS index), by task
Table B7.12	WEB	Average character count of student responses, by task
Table B7.13	WEB	Correlation between standardised holistic creativity scores and creative and mathematics self-efficacy
Table B7.14	WEB	Difference in standardised holistic creativity scores between advantaged and disadvantaged students, before and after accounting for students' self-efficacy beliefs
Table B7.15	WEB	Difference in standardised holistic creativity scores between advantaged and disadvantaged students by task, before and after accounting for students' self-efficacy beliefs
Table B7.16	WEB	Mean standardised holistic creativity scores and mean response idea sum and individual criteria scores, by immigrant background
Table B7.17	WEB	Difference in mean standardised holistic creativity scores and mean response idea sum and individual criteria scores between immigrant (all) and non-immigrant students, before and after accounting for mathematics and reading
Table B7.18	WEB	Mean standardised holistic creativity scores and mean response idea sum and individual criteria scores, by number of languages spoken
Table B7.19	WEB	Difference in mean standardised holistic creativity scores and mean response idea sum and individual criteria scores between students that speak one language and students that speak more than one language, before and after accounting for mathematics and reading

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