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The current study addresses gaps in our understanding of the relationship between creative cognition, intelligence (IQ), and executive functioning (EF). Undergraduate students completed an IQ test, verbal and figural divergent thinking (DT) tests, and a self‐assessment of EF, across four study sessions. Participant data (N = 199) were analyzed using linear regression and PROCESS moderation models. Results demonstrated that EF interacts with IQ to predict figural and verbal DT in distinct ways, with different patterns emerging from different methods of scoring DT. Using traditional DT scoring,Gf(but notGc) significantly moderated the relationship between EF and scores on both verbal and figural DT tasks. Low EF was associated with diminished DT scores for those with lowGfscores, unrelated for those with relatively higherGf, and enhanced scores for those with the highestGf. Using originality ratio scores, low EF was associated with diminished originality in verbal DT responses for those with low IQ (bothGfandGc), unrelated for those with relatively higher IQ, and enhanced originality for those with the highestGc(but notGf) scores. Thus, there are several nuances in the way that EF interacts with IQ to predict DT.

 

Recent studies have suggested a link between attention deficit hyperactivity disorder (ADHD) and increased creativity and ingenuity. Clinical work suggests that individuals with ADHD generally gravitate toward exploratory rather than exploitative thinking. Yet, these theories have not been tested in the field. This paper is a case study of a transformative undergraduate summer research program that allows engineering students with ADHD to spend 10 weeks in engineering labs at a research-intensive (R1) university. The program intends to show that students with ADHD can excel in engineering and STEM fields when placed in research environments that align with their natural cognitive processes and preferences. Using an interpretative phenomenological analysis (IPA) on post-program participant interviews, this paper suggests that engineering students with ADHD perceive that they learn more effectively when given the opportunity to explore academic material via hands-on research. The traditional structure of STEM education, with its focus on lectures and rigid curricula, causes significant harm to these students, leading to struggles, anxiety, and even thoughts of dropping out. In contrast, the research environment appears to foster creativity and motivation in students with ADHD, as it allows for exploration, provides real-world problem-solving opportunities, and offers tangible, hands-on experiences. This paper highlights the need for a paradigm shift in engineering pedagogy to better engage with and retain this neurodiverse student population and fully harness their creative potential.

 

Characteristics of attention-deficit hyperactivity disorder (ADHD) and executive functioning difficulties have been found to correspond with poorer academic outcomes on the one hand and enhanced divergent thinking on the other hand. The current study was conducted to better understand the relationship between ADHD characteristics, executive functioning difficulties, divergent thinking, and academic outcomes by conceptually replicating and expanding on a previous study. Undergraduate engineering students ( N = 199) at a public university in the northeastern United States completed self-report measures of ADHD characteristics and daily executive functioning, as well as divergent thinking (figural and verbal) and intelligence quotient (IQ) tests. The results of a series of multiple regression models showed that (1) executive functioning difficulties negatively, and non-verbal IQ and figural divergent thinking positively, predicted engineering grade point average (GPA; obtained from the university registrar’s office), (2) GPA and verbal IQ positively predicted figural divergent thinking scores, and (3) verbal IQ positively predicted verbal divergent thinking scores. A series of multiple regression models testing the assertion that controlling for IQ would strengthen the relationship between divergent thinking and ADHD characteristics or executive functioning were not supported but did show associations between select components of characteristics and divergent thinking. Taken together, these results support previous conclusions that students with ADHD characteristics and executive functioning difficulties may struggle academically yet exhibit select enhanced divergent thinking abilities. 

While a large body of literature suggests that students with Attention Deficit Hyperactivity Disorder (ADHD) possess significant creative and risk-taking potential, they remain highly underrepresented in engineering programs. High school students with ADHD have significantly lower GPAs and are over eight times more likely to drop out than their peers without ADHD, which makes them significantly less likely to enter college engineering programs. To support the development of a more diverse engineering pipeline, this work summarizes outreach efforts to high school and middle school students with ADHD with the intention of boosting self-esteem and increasing interest in engineering. 

While a large body of literature suggests that students with Attention Deficit Hyperactivity Disorder (ADHD) possess significant creative and risk-taking potential, they remain highly underrepresented in engineering programs. High school students with ADHD have significantly lower GP As and are over eight times more likely to drop out than their peers without ADHD, which makes them significantly less likely to enter college engineering programs. To support the development of a more diverse engineering pipeline, this work summarizes outreach efforts to high school and middle school students with ADHD with the intention of boosting self-esteem and increasing interest in engineering.