Abstract
The present paper uses the confluence model to categorize creativity studies in Hong Kong. Six factors are included, namely cognitive abilities, knowledge, thinking style, personality, motivation and environment. With reference to journal articles, research reports, master’s and doctoral theses on creativity, most of the previous studies examined the cognitive factors. For instance, studies reported on using creativity tests to assess participants’ creative potentials. The second factor in the model is knowledge. Studies on developing participants’ creativity in the following domains of knowledge have been identified: language, science, mathematics, information technology, etc. Thinking style seems also a popular topic in recent studies that usually adopt self-report thinking style inventory as a measuring instrument. The fourth factor on personality includes research on leadership and creative personality, personality checklists assessed by students, parents and teachers, relationship between Chinese personality and creativity. The fifth factor focuses on environment, such as peer relation, implicit theories of teachers, nomination of creative people in the community, value on creativity and family influence. Last and the least amount of studies are on motivation. Topics in regard to motivation of university students and that of primary school students are discussed. Little is done on studying preschool children, family environment and innovation in corporations in Hong Kong.
| Keywords: | creative studies; cognitive abilities; knowledge; thinking style; personality; motivation; socioeconomic environment |
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