Date of Completion

January 1986


Education, Special




The study examined the effects of the Revolving Door Identification Model on student creative productivity and self-efficacy as regards creative productivity. The Revolving Door Identification Model (RDIM), an identification and programming model for gifted education, is intended to increase creative productivity in students, allowing them to become bona fide investigators and creators of knowledge rather than consumers of information. The study compared seventh and eighth grade students who had participated in RDIM programs for at least four years with comparable students in a near-by district who received no services. Questionnaires were used to determine the number of creative products produced, both within school programs and outside of school, as well as to gather information about attitudes and skills associated with creative productivity. Follow-up interviews were used to further explore issues raised by questionnaire data. Self-efficacy with regard to creative productivity was proposed as a mediating variable between RDIM programs and productivity outside school. Information of self-efficacy was collected using an original instrument based on Bandura's self-efficacy theory and the components of creative productivity as presented in the Revolving Door Identification Model. Hierarchical multiple regression as well as qualitative analysis of open ended questionnaire items was used for data analysis.^ Hierarchical multiple regression identified participation in an RDIM program and number of creative products produced in school as significant predictors of creative productivity outside school. Participation in an RDIM program did not lead to significant differences in self-efficacy. However, the number of creative products produced in school significantly predicted self-efficacy with regard to creative productivity. Qualitative data supported creative productivity in school as a predictor of self-efficacy and creative productivity outide school. Questionnaire and interview data also indicated a significant differences in student perceptions of the effects of Type III independent projects in an RDIM program and perceptions of challenging regular school projects in the comparison district. RDIM students were more likely to report that their project affected their career goals, improved research skills, led to a more positive attitude toward school, and increased insight into personal strengths and weaknesses. ^