Results

The results indicate that the exercises designed to enhance creativity influenced the creative process and the factors called into play at each moment of creative work. The exercises are examined in terms of the development of creativity in individualised educational programs.

Pre-Test and Post-Test

The two groups were compared on their scores of flexibility and interpersonal relationships at pre-test and on the effects of the exercises in the post-test (see Table 6.1). In the pre-test, the results indicate that students in the flexibility group have better communication with others (t₍₂₄₎ = 2.68, p <. 05), they have more feeling of being helped by others [t_{24) = 3.61, p <. 01), and they have better relations with the teacher (t₍₂₄₎ = 2.38,

Table 6.1 Averages and Standard Deviations for Significant Differences Between the Flexibility and Social Group

118 Marion Botella and Todd Lubart

pc. 05) and with their family than the students in the social group (t_(1A) = 2.18, p c. 05). In contrast, the flexibility group was lower on changing their point of view (morphing task) compared to the social group (t_aA) = 2.20, p c. 05). These results confirm that the groups are differentiated.

Although the repeated measure t-tests did not show any significant change for the two groups between the pre-test and post-test, the results of the independent sample t-test indicate a significant difference between the two groups for the questionnaire of social relationship at post-test. Thus, the group that received training on social relations “caught up” to the other group. Concerning the effects of the exercises, the results indicate that they allowed students in the social group to exchange more with others (£₍24) = 2.79, p c. 05), to better communicate their ideas (t_[1A) = 2.80, p c. 05), and to demonstrate stronger work than usual (£₍2₄₎ = 2.18,p c. 05).

Effects of Exercises on the Process and the Factors

For each group, we calculated the percentage of students who checked the activities and factors at each session. A difference between two proportions was then calculated (see Figure 6.1, for example). The results indicate that the students in the flexibility group,

• More often marked the stage of experimentation than students of the social group during sessions 8 and 11 and demonstrated more openness at session 9; dreaming at sessions 9, 10, and 12; and sadness at session 12.

Figure 6.1 Percentage of Students Having Checked the Factor “Joy” at Each Session of Engraving Depending on Their Group (Flexibility or Social)

Note: indicates a significant difference between groups at p < .01.

• Less frequently marked the stage of transformation and the factor of logical thinking at session 9, were less finished and showed less will at session 11, and demonstrated more intuition and joy at session 12.

These results show that the exercises allowed students in the flexibility group to experiment further with their ideas and develop their open- mindedness. The social group exercises allowed the students to transform further their ideas and, ultimately, to be more satisfied with their production.

Creative Process and Profiles

In addition, we looked at the creative process of these two groups of students and examined which factors were the most characteristic of every stage of the process. We built first a transition table by counting the number of times that one activity led to another. Then, we conducted a correspondence analysis to determine which transitions were the most frequent. We calculated also an average score for each factor and for each activity of the creative process. Then, we conducted a correspondence analysis to identify which factor was the most characteristic of each stage. In Table 6.2, the most characteristic transitions between stages (which stage more frequently leads to another stage) and the profiles of each stage (the factors associated with each stage) are presented according to the group (flexibility, social). These results highlight that the creative process is very

Table 6.2 Creative Process of Each Group According to the Transitions Between Stages (Which Stage Most Frequently Leads to Another) and Profiles of Each Stage (the Factors Associated With Each Stage)

Note: Empty cells indicate that no transition and no characteristic profile emerges for this stage.

different according to the group, that is, students in the two groups do not report the stages in the same order and the same stage does not mobilise the same factors depending on the group. However, they highlight also the commonalities between the creative process of the two groups:

• • The “experiment” stage involves “intuition” for both groups.
• • After “accumulating”, groups report that they “transform” and “link”.
• • After “destroying”, they indicate “accumulate” and “link”.
• • After “linking”, they indicate “accumulate” and “finalise”.

This additional analysis of the creative process for each group highlights the differences in the creative process employed by the students after the exercises.