Two or more semesters of AP art workshops significantly raised the graphical TTCT 13-forces creativity score in a doubly robust regression, but not total TTCT scores¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2023 · checked against its sources 2026-10-26 (automated, 1 of 1 entry) · not reviewed by a person
Design limits · Pablo Egana-delSol 2023: groups were assigned but students were analysed as independent (read from the study by two models, 2026-10-26)
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In the doubly robust reweighted regression, at least two semesters of AP workshops raised the graphical Torrance Test of Creative Thinking 13-forces score (9.9 points, P < 0.05); the matched (PSM) difference on that score (0.55 SD, t = 1.87) and the total written and graphical TTCT differences were not significant at the 5% level. → Pablo Egana-delSol 2023
Evidence¶
Pablo Egana-delSol 2023¶
Pablo Egana-delSol. (2023). The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors. npj Science of Learning 8:39. https://doi.org/10.1038/s41539-023-00187-6
q2 · i? · causal · r2
Propensity-score matching (PSM) of AP participants with non-participants in four Chilean high schools, complemented by a doubly robust reweighted regression, using the graphical and written forms of the Torrance Test of Creative Thinking. In the PSM comparison for at least two workshops (24 treated, 48 controls), the 13-forces graphical score was 0.55 SD higher (t = 1.87), not significant at the 5% level, and the total TTCT differences were small and non-significant. In the doubly robust regression (89 students), at least two workshops raised the 13-forces score by 9.9 points (P < 0.05). The authors describe the gains as most pronounced on tasks requiring novel insights and manipulation of abstract concepts.
"students who took part in the AP program demonstrated notable and statistically signi ficant improvements in standard measures of creativity"
Discussion¶
Learner Variables¶
- Creativity — outcome: instruction changes it
Related Claims¶
- AP participation did not significantly improve self-concept as measured by the Piers-Harris Self-Concept Scale — related
- Expert-led curriculum mapping of two programs shows discipline-specific AIL emphasis: technical programs stress TKS and AP, humanities-oriented programs stress EAR and SIU — related
- Forest preschool attendance is associated with improvements in creative thinking in preschool children, with only forest-school groups improving on all creative dimensions — related
- CREATE meta-creative pedagogy produces a significant omnibus intervention effect on creative thinking components simultaneously in elementary students — related
- Participation in at least two AP workshops produced significant GPA improvements of 0.55 sd overall, 0.61 sd language, 0.36 sd math, and 0.33 sd art — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ap-creativity-ttct-improvements |
title |
Two or more semesters of AP art workshops significantly raised the graphical TTCT 13-forces creativity score in a doubly robust regression, but not total TTCT scores |
description |
Two or more semesters of AP art workshops significantly raised the graphical TTCT 13-forces creativity score in a doubly robust regression, but not total TTCT scores |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-26 |
generated |
by process:wiki-ingest on 2026-10-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — pablo-egana-delsol-2023 |
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