Detecting High Creative Potential in School-Age Children with the EPoC Test: A Comparative Study from Two Educational Contexts
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| Title: | Detecting High Creative Potential in School-Age Children with the EPoC Test: A Comparative Study from Two Educational Contexts |
|---|---|
| Language: | English |
| Authors: | Mojca Juriševic (ORCID |
| Source: | Gifted Education International. 2026 42(1):102-119. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Creativity, Academically Gifted, Creativity Tests, Creative Thinking, Foreign Countries, Elementary School Students, Cognitive Processes, Age Differences, Scores |
| Geographic Terms: | France, Slovenia |
| DOI: | 10.1177/02614294251401718 |
| ISSN: | 0261-4294 2047-9077 |
| Abstract: | The recognised educational opportunities to stimulate children's creative potential make the early identification of creativity an important research challenge. The aim of the present study was to investigate the creative potential of school-aged children in France and Slovenia. The Evaluation of Potential Creativity (EPoC) battery was used to measure creative potential through eight divergent-exploratory and convergent-integrative creative thinking tasks in the graphic and verbal domains. The results show that creative giftedness is rather rare according to the type of thinking process (divergent vs. integrative), and it is best characterised by a domain-specific approach to creativity (verbal vs. graphic) compared to four EPoC thinking process-domain specific indices, regardless of the educational context. In both countries, the results show that there is no specific subtype of process-domain giftedness that is more common than another. Differences in age and educational context are highlighted. Finally, tailored educational interventions are proposed to promote children's creativity. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495868 |
| Database: | ERIC |
| Abstract: | The recognised educational opportunities to stimulate children's creative potential make the early identification of creativity an important research challenge. The aim of the present study was to investigate the creative potential of school-aged children in France and Slovenia. The Evaluation of Potential Creativity (EPoC) battery was used to measure creative potential through eight divergent-exploratory and convergent-integrative creative thinking tasks in the graphic and verbal domains. The results show that creative giftedness is rather rare according to the type of thinking process (divergent vs. integrative), and it is best characterised by a domain-specific approach to creativity (verbal vs. graphic) compared to four EPoC thinking process-domain specific indices, regardless of the educational context. In both countries, the results show that there is no specific subtype of process-domain giftedness that is more common than another. Differences in age and educational context are highlighted. Finally, tailored educational interventions are proposed to promote children's creativity. |
|---|---|
| ISSN: | 0261-4294 2047-9077 |
| DOI: | 10.1177/02614294251401718 |
