Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity‐Related Traits

ABSTRACT Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the exec...

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Bibliographic Details
Published in:The Journal of creative behavior 2020-06, Vol.54 (2), p.350-362
Main Authors: Taylor, Christa L., Zaghi, Arash E., Kaufman, James C., Reis, Sally M., Renzulli, Joseph S.
Format: Article
Language:English
Subjects:
ADHD
Attention Deficit Hyperactivity Disorder
creative self‐efficacy
Creative Thinking
Creativity
divergent thinking
Engineering Education
Executive Function
intellectual risk‐taking
Predictor Variables
Risk
Self Efficacy
Student Characteristics
Undergraduate Students
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Summary:ABSTRACT Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk‐taking, and creative self‐efficacy. Undergraduate engineering students (N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self‐report measures of intellectual risk‐taking and creative self‐efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD. Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk‐taking was predicted by memory, effort, and activation, whereas creative self‐efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed.
ISSN:0022-0175
2162-6057
DOI:10.1002/jocb.370