Date of Award
Program or Major
Recreation Management and Policy
Master of Science
Charles B Hegarty
This study assessed divergent thinking among children who attended residential summer camp over a 2 week time period. A sample of campers (n= 189) between the ages of 8-15 participated (mean age = 11.9 years old). A modified version of Guilford’s Alternate Uses Task (1967) was used for both pre and post-tests. Examples of questions asked were: “Name all the uses for a plate” and “Name all the uses for a brick”. Campers took the divergent thinking pre test the first full day of camp and the post test was administered on the last full day of camp. Paired t-tests were used to determine differences in means. The responses were matched from the first assessment to the second, and then each assessment was scored. Scoring was based on fluency, flexibility, and originality. Campers were also compared on gender and whether they selected artistic or non-artistic activities, and if this choice impacted their divergent thinking score. Results indicate on average a significant increase in overall mean scores for fluency, flexibility, and originality. On average girls scored significantly higher than boys across all methods of scoring. Boys had increased scores for flexibility but not in originality or fluency. Results indicate differences in gender had a greater impact on scores rather than activity choice.
Lynch, Myles Liam, "Assessing Creativity via Divergent Thinking in Residential Camp Settings" (2015). Master's Theses and Capstones. 1019.