Document Type : Original Article
Authors
1
MSc Student in Psychology and Education of Children with Special Needs, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
2
3. Full Professor, Department of Psychology and Education of Children with Special Needs, Faculty of Educational Sciences and psychology, University of Isfahan, Isfahan, Iran.
3
Instructor, Department of Educational Sciences, Faculty of Educational Sciences and psychology, university of Isfahan, Isfahan, Iran.
Abstract
This study compared the Transformational Creativity Profile and Torrance Creativity among gifted and normal female high school students in the 1403–1404 academic year. The statistical population included all female high school students in Isfahan, from which 30 gifted students from specialized schools and 30 normal students from public schools were selected through simple random sampling. Data were collected using the Transformational Creativity Scale—comprising self-transformational, others-transformational, transformational, and pseudo-transformational creativity—and the Abedi Torrance Creativity Questionnaire which measures fluency, originality, flexibility, and elaboration. Independent samples t-tests were used for data analysis. Results showed no significant differences between the two groups in overall transformational creativity or its components (p > 0.05). However, a significant difference emerged in Torrance creativity (p < 0.05). Gifted students scored higher in fluency, originality, and flexibility, while no significant difference was found in elaboration. The mean Torrance creativity score was 21.09 for gifted students and 18.69 for normal students, indicating a notable advantage for the gifted group. In contrast, the mean scores for transformational creativity were nearly equal (around 12), suggesting no meaningful difference. These findings suggest that transformational creativity is not directly tied to higher cognitive ability and is more strongly shaped by environmental, educational, cultural, and social conditions. The results also imply that the current educational system—across both gifted and regular schools—prioritizes academic performance and competition over value-based, social, and ethical dimensions essential for transformational creativity. This aligns with Sternberg’s (2021) view of transformational creativity as responsible, ethical, and change-oriented creativity intended to produce positive and sustainable impact. Overall, the study highlights the need for educational reforms that promote empathy, social responsibility, collaboration, and critical thinking. Future research should employ longitudinal or intervention-based designs to better understand the environmental and motivational factors influencing transformational creativity.
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