How problem identification strategies influence creativity outcomes

The purpose of this study was to explore the effects of students’ strategic approaches to problem identification on their ability to identify problems, solve problems, and develop divergent ideas. Eighth and ninth grade students (N = 90) completed the Torrance Tests of Creative Thinking-Figural (TTCT-F), as a measure of divergent thinking. Then, students responded to semi-structured interview prompts while completing a creative problem-solving task (i.e., Creative Problem Solving-Microanalysis Interview Protocol; CPS-MIP). Problem identification strategies were significantly, positively related to (a) problem identification fluency, (b) problem-solving fluency, (c) TTCT-F Elaboration subscale performance, and (d) TTCT-F average standard score; however, the most adaptive strategic approach differed based on outcome measure. Collectively, this study demonstrates the importance of specific problem identification strategies in generating ideas to solve problems.