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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 0000-0001-6065-2164), Urška Žerak, Maud Besancon, Todd Lubart
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
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  Data: Detecting High Creative Potential in School-Age Children with the EPoC Test: A Comparative Study from Two Educational Contexts
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  Data: <searchLink fieldCode="AR" term="%22Mojca+Juriševic%22">Mojca Juriševic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6065-2164">0000-0001-6065-2164</externalLink>)<br /><searchLink fieldCode="AR" term="%22Urška+Žerak%22">Urška Žerak</searchLink><br /><searchLink fieldCode="AR" term="%22Maud+Besancon%22">Maud Besancon</searchLink><br /><searchLink fieldCode="AR" term="%22Todd+Lubart%22">Todd Lubart</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Gifted+Education+International%22"><i>Gifted Education International</i></searchLink>. 2026 42(1):102-119.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity+Tests%22">Creativity Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Creative+Thinking%22">Creative Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Age+Differences%22">Age Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22France%22">France</searchLink><br /><searchLink fieldCode="DE" term="%22Slovenia%22">Slovenia</searchLink>
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  Data: 10.1177/02614294251401718
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  Data: 0261-4294<br />2047-9077
– Name: Abstract
  Label: Abstract
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  Data: 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.
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