Nur Cayirdag's research while affiliated with University at Buffalo, The State University of New York and other places

Publications (9)

Article
Teachers who foster creativity of their students bequeath one of the most crucial skills. This study aims to reveal the connection between two teacher-related factors, (i.e., creative self-efficacy and teacher efficacy), and teachers’ creativity fostering behaviors. Teachers’ creative self-efficacy could impact their creative teaching performance b...
Article
The present study investigated the relationship between creativity and schizophrenia with a 3-level multilevel meta-analytic approach. Analyses with 200 effect sizes obtained from 42 studies found a mean effect size of r=-0.324, 95%CI [-0.42, -0.23]. Further analyses focused on moderators and indicated that the relationship between schizophrenia an...
Article
The investigation replicated and extended previous research showing a negative relationship between conservatism and creative accomplishment. Conservatism was estimated, as in previous research, from voting patterns. The voting data used here were from the 2016 US Presidential election. The number of patents granted per county in the United States...
Article
Previous research has reported that there is a discrepancy between the creativity students display when they are in school and that which they display when they are not in school. The present investigation explored this creativity gap. A measure that captures creative activity and achievement in various domains (art, science and technology, everyda...
Article
Current approaches to gifted identification suggest collecting multiple sources of evidence. Some gifted identification guidelines allow for the interchangeable use of performance and nonperformance identification methods. This multiple criteria approach lacks a strong overlap between the assessment tools; however, interchangeable use of the instru...
Article
Full-text available
The aim of the present study was to investigate the relationship between styles of humor and divergent thinking of Turkish 6th, 7th, and 8th grade students. Styles of humor were measured by Humor Style Questionnaire and divergent thinking was measured by Guilford's Uses Test. Two measurements were administered to 84 6th, 7th and 8th grade students....

Citations

... More recently, there has been a focus on defining and measuring creative self-efficacy ( Cayirdag, 2017 ;Chang, Wang, and Lee, 2016 ;Hass, Katz-Buonincontro, & Reiter-Palmon, 2016 ;Meinel, Wagner, Baccarella, and Voigt, 2019 ;Puente-Diaz & Cavazos-Arroyo, 2018 ). Karwowski et al. (2019) define creative self-efficacy as the "perceived confidence to creatively perform a given task, in a specific context, at a particular level " (p. ...
... (2.) For a rare example of a county and state level of analysis, see Runco, Acar, and Cayirdag (2017). ...
... Neurocognitive disorders related to attentional deficits such as schizophrenia and ADHD have been associated with both sensory gating deficits and increased creativity (54,55). However, results also suggest that as symptom severity increases to clinical levels, potential strengths such as being more creative often disappear (54,56,57). Therefore, the current study aims to investigate if individual differences in sensory and sensorimotor gating that are present in the general population can explain the relationship between attention and attentional deficits such as those found in ADHD and creative thinking. ...
... Depending on the set research goals, the authors use various standardised tests of creativity. Thus, some measure creativity with Torrance tests (Ozkanand Topsakal, 2019; Pilar Matud et al., 2007;Van Goch, 2018), others choose the questionnaire method (Hoffmann et al., 2016;Merckelbach et al., 2001;Šorgo et al., 2012), and some developed their own methods to measure creativity, like Runcoa et al. (2017), and Kumar et al. (1997), which were used in this research. The questionnaire method was chosen because the survey was carried out at the time of the pandemic, and it was the safest way to conduct the survey. ...
... These changes can also constitute a source of stress and put the mental health of young people at risk. Early adulthood is characterised by extraordinary vitality, creativity, and flexibility, but it is also a time of contradictions and burdensome, difficult life tasks (Runco & Cayirdag, 2014). Arnett (2020) labelled the developmental period between the end of puberty and adulthood as 'emerging adulthood', arguing that it was a defined period of life for young people in industrialised societies. ...
... Seeking objective knowledge and generalisation is not the main aim of interpretive research, which is often seen as a vain pursuit (Radnor, 2001;Yau, 1995). However, efforts towards ensuring research rigour and criticality were made in this study using several methods at different stages. ...
... In this regard, measuring the dimensions of giftedness, such as cognitive abilities, leadership, and creativity, entails a strategy with multiple identification instruments. These dimensions are categorized in measurable abilities (manifestations of giftedness), examined through traditional or performance identification methods, and potentials (unmanifested talents) examined through non-traditional or non-performance methods (Acar et al., 2016;Hodges et al., 2018;Pfeiffer, 2013). Table 1 shows a synthesis of the identification methods and their related objectives and instruments. ...
... Press refers to environmental variables which may facilitate, hinder, or otherwise influence creative engagement, and process deals with how creativity happens, from start to finish (Runco & Kim, 2011). It has also been suggested that two additional "p's" be added to the framework: persuasion (Simonton, 1990) and potential (Runco, 2003;Runco & Cayirdag, 2012). These additional "p's" integrate research and observation indicating that something that is creative can or must convince others of its value, and that all individuals have creative potential that can be encouraged, even if it has not been actualized. ...
... For example, Kocak (17) identified that aggressive humor was negatively related to academics' creativity, divergent thinking, and creative attitude. In two other studies, Cayirdaga and Acarb (19) found that aggressive humor style was negatively related to divergent thinking; fluency, originality, and creativity index, and Chang et al. (12 ) found that aggressive humor was negatively associated with divergent feelings and creative attitude. But Chang and his associate also identified that aggressive humor was not related to creative potential. ...