Divergent thinking (DT) tests are probably the most commonly used measures of creative potential. Several extensive batteries are available but most research relies on one or two specific tests rather than a complete battery. This may limit generalizations because tests of DT are not equivalent. They are not always highly inter-correlated. Additionally, some DT tests appear to be better than others at eliciting originality. This is critical because originality is vital for creativity. The primary purpose of the present study was to determine which test of DT elicits the most originality. Seven measures of DTwere administered on a sample of 611 participants in eight Arabic countries. The tests were Figural, Titles, Realistic Presented Problems, Realistic Problem Generation, Instances, Uses, and Similarities. The Quick Test of Convergent Thinking, Runco’s Ideational Behavior Scale, and a demographic questionnaire were also administered. A linear mixed model analysis confirmed that the originality scores in the DT tests differed by test. Post-hoc tests indicated that the Titles and Realistic Problem Generation tests produced the highest mean originality scores, whereas the Realistic Presented Problems test produced the lowest mean originality scores. These differences confirm that research using only one DT test will not provide generalizable results.

One of the most important questions that educators try to answer is how to prepare new generations of students for an unpredictable future. Students need to learn several skills, such as creativity, critical thinking, collaboration, and communication (the 4 Cs). Creativity, especially, is an essential skill in a complex and unforeseeable world/era, and an important step in any effort to enhance creativity is to identify students’ creative strengths and relative weaknesses. This review aims to offer school psychologists and other educators such as teachers, policymakers, and curriculum designers a comprehensive and practical guide to one of the most well-known creativity assessments—the Torrance Tests of Creative Thinking (TTCT) that was developed by E. Paul Torrance in the 1960s. The paper discusses the history, components, training, psychometric properties, and uses of the TTCT. Contrary to the notion that the TTCT is only a measure of divergent thinking skills, the current article presents its other uses. It is the authors’ hope that teachers, school psychologists, and other educators will find the information reported in this article useful to better understand the TTCT and use it most effectively.

This Meta-Analysis investigated the relationship between emotional intelligence (EI) and giftedness. The study focused on whether gifted learners possessed higher levels of EI when compared with their non-gifted peers. Furthermore, it sought to determine if gifted males and gifted females differed in their EI abilities. A search of published and unpublished studies in English and Arabic from 1990 to 2018 resulted in 21 studies that compared gifted with non-gifted students, and 11 studies that compared gifted males with gifted females in their EI ability. Using a random-effect model, the results showed that gifted students outperformed non-gifted students on EI, g = 0.226, SE =.036, 95% CI [0.155, 0.297], p <.001. Furthermore, gifted females significantly surpassed gifted males in regrades to their emotional intelligence, g = 0.164, SE =.046, 95% CI [0.074, 0.255], p <.001. Multiple regression analyses showed that age, gender, EI measures, and EI skills significantly explained 18% of the variability in the mean effect between gifted vs. non-gifted students; whereas the age and EI skills moderators significantly explained 49% of the variation in the mean effect between gifted male and gifted female students. Implications and future directions were discussed.