Parents' and teachers' implicit theories of children's creativity: A cross-cultural perspective

Runco & Johnson (2002) studied the parents and teachers implicit theories of children’s creativity. A social validation methodology was applied across two cultures to examine the implicit theories of parents and teachers. Adults (N= 150) from the United States and India were rated on 68 adjectives for creativity and desirability. The results indicated that all groups distinguished between indicative and contraindicative aspects of creativity and, for the most part, viewed creative traits desirably. These results were qualified by the adjectives that received high ratings for creativity but significantly lower ratings for desirability. These provided evidence that creativity and desirability are related yet separate constructs and that parents and teachers recognize that some traits associated with creativity may be undesirable. Multiple analysis of variance ( MANOVA) revealed significant differences between the United States and India for intellectual and attitudinal clusters of adjectives, p < .001; however, parent and teacher differences were not found, p > .05. These findings support the notion that implicit theories are influenced by cultural traditions and expectations.

Runco, Mark A & Johnson, Diane J. (2002). Parents' and teachers' implicit theories of children's creativity: A cross-cultural perspective. Creativity Research Journal. Vol 14 (3-4): 427-438