___

• Akkan, E. (2010). Orta öğretimdeki üstün yetenekli öğrencilerin duygusal zeka ve yaratıcılık düzeylerinin yaşam doyumlarını yordayama gücü (Yayımlanmamış yüksek lisans tezi). Gaziosmanpaşa Üniversitesi Sosyal Bilimler Enstitüsü, Tokat.
• Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376. doi:10.1037/0022-3514.45.2.357
• Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Colarado, Boulder, Westview Press.
• Ayas, B. ve Sak, U. (2014). Objective measure of scientific creativity: Psychometric validity of the creative scientific ability test. Thinking Skills and Creativity, 13, 195-205.
• Baer, J. (1991). Generality of creativity across performance domains. Creativity Research Journal, 4(1), 23- 39. doi:10.1080/10400419109534371
• Baer, J. (1994). Divergent thinking is not a general trait: A multi–domain thinking experiment. Creativity Research Journal, 7(1), 35−46. doi:10.1080/10400419409534507
• Baer, J. (1996). The effect of task–specific divergent–thinking training. Journal of Creative Behavior, 30(3), 183-187. doi:10.1002/j.2162–6057.1996.tb00767.x
• Baer, J. (2003). The impact of the core knowledge curriculum on creativity. Creativity Research Journal, 15(2, 3), 297−300. doi:10.1080/10400419.2003.9651422
• Baer, J., Kaufman, J. C. ve Gentile, C. A. (2004). Extension of the consensual assessment technique to nonparallel creative products. Creativity Research Journal, 16(1), 113-117. doi:10.1207/s15326934crj1601_11
• Barron, F. ve Harrington, D. M. (1981). Creativity, intelligence, and personality. Annual Review Psychology, 32, 439-476.
• Batey, M., Chamorro-Premuzic, T. ve Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid and crystallised intelligence. Thinking Skills and Creativity, 4, 60–69.
• Batey, M. ve Furnham, A. (2006). Creativity, intelligence, and personality: A critical review of the scatter literature. Genetic, Social and General Psychology Monographs, 132(4), 355-429.
• Batey, M., Furnham, A. ve Safiullina, X. (2010). Intelligence, general knowledge and personality as predictors of creativity. Learning and Individual Differences, 20, 532-535. doi:10.1016/j.lindif.2010.04.008
• Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. Creativity Research Journal, 18, 447-457.
• Bender, M. T. (2006). Resim – İş eğitimi öğrencilerinde duygusal zeka ve yaratıcılık ilişkileri (Yayımlanmamış doktora tezi). İzmir: Dokuz Eylül Üniversitesi.
• Brackett, J. ve Warner, R. (2004). EQ and its relation to everyday behaviour. Personality and Individual Differences, 36, 1387-1402.
• Bryne, B. M. (2010). Structural equation modeling with AMOS: Basic concepts, applications, and programming (2. bs.) New York: Routledge Taylor & Francis Group.
• Carson, S., Peterson, J. B. ve Higgins, D. M. (2005). Reliability, validity and factor structure of the creative achievement questionnaire. Creativity Research Journal, 17, 37–50. doi:10.1207/s15326934crj1701_4
• Chan, D. W. (2000): Exploring identification procedures of gifted students by teacher ratings: Parent ratings and students self-reports in Hong Kong. High Ability Studies, 11(1), 69-82.
• Cho, S. H., Nijenhuis, J. T., VanVianen, A. E., Kim, H. B. ve Lee, K. H. (2010). The relationship between diverse components of intelligence and creativity. The Journal of Creative Behaviour, 44, 125-137.
• Conti, R., Coon, H. ve Amabile, T. M. (1996). Evidence to support the componential model of creativity: Secondary analyses of three studies. Creativity Research Journal, 9(4), 385-389. doi:10.1207/s15326934crj0904_9
• Cooper, R. K. ve Sawaf A. (2003). Liderlikte duygusal zeka, (3. bs.). İstanbul: Sistem Publishing.
• Cramond, B., Matthews-Morgan, J., Zuo, L. ve Bandalos, D. (2005). A report on the 40-year follow-up of the torrance tests of creative thinking: Alive and well in the new millennium. Gifted Child Quarterly, 49(4), 283-292.
• Deniz, M. E., Özer, E. ve Işık, E. (2013). Duygusal zekâ özelliği ölçeği–kısa formu: geçerlik ve güvenirlik çalışması (trait emotional intelligence questionnaire-short form: validity and reliability studies). Education and Science 38(169), 407-419.
• Derksen, J., Kramer, I. ve Katzko, M. (2002). Does a self-report measure for emotional intelligence assess something different than general intelligence? Personality and Individual Differences, 32, 37- 48.
• Durr, W. K. (1979). Characteristics of gifted children: Ten years of research. Gowan, J. C. ve Torrance, E. P. (Ed.), Educating the ablest: A book of readings on the education of gifted children içinde (s. 23-32), İllinois: Peacock Publisher.
• Endepohls-Ulpe, M. ve Ruf, H. (2005). Primary school teachers’ criteria for the identification of gifted pupils. High Ability Studies, 16(2), 219-228.
• Eunsook, H. ve Milgram, R. M. (2010). Creative thinking ability: Domain generality and specificity. Creativity Research Journal, 22(3), 272-287. doi:10.1080/10400419.2010.503535
• Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2, 290–309.
• Feist, G. J. (1999). Personality in scientific and artistic creativity. R. J. Sternberg (Ed.). Handbook of human creativity içinde (s. 273–296). Cambridge: Cambridge University Press.
• Feist, G. J. (2004). The evolved fluid specificity of human creative talent. R. J. Sternberg, E. L. Grigorenko ve J. L. Singer (Ed.), Creativity: From potential to realization içinde (s. 57–82). Washington, DC: American Psychological Association.
• Finley, L. T. (2008). Implementing a differentiated model of gifted education: Perspectives of elementary principlaps and teachers (Yayımlanmamış doktora tezi), Archadia University.
• Fuchs-Beauchamp K. D., Karnes, M. B. ve Johnson, L. J. (1993). Creativity and intelligence in preschoolers. Gifted Child Quarterly, 37, 113-117.
• Furnham, A. ve Bachtiar, V. (2008). Personality and intelligence as predictors of creativity. Personality and Individual Differences, 45, 613-617.
• Furnham, A., Batey, M., Anand, K. ve Manfield, J. (2008). Personality, hypomania, intelligence and creativity. Personality and Individual Differences, 44, 1060–1069.
• Furnham, A, Zhang, J, ve Chamorro-Premuzic, T. (2006). The relationship between psychometric and self-estimated intelligence, creativity, personality, and academic achievement. Imagination, Cognition and Personality, 10, 251-267.
• Gardner, H. (1999). Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic Book.
• Gross, M. U. M. (2004). Gifted and talented education professional development package for teachers: Module1. The University of South Walles, https://education.arts.unsw.edu.au/media/EDUCFile/Module1_PRIMARY.pdf. adresinden erişildi.
• Guilford, J. P. (1966). Measurement and creativity. Theory into Practice, 5(4), 186-202.
• Hair, J. F., Hult, G. T. M., Ringle, C. M. ve Sarstedt, M. (2014). A primer on partial least squares structural equation modeling (PLS-SEM). Thousand Oaks, California: Sage publishing
• Han, K. (2003). Domain–specificity of creativity in young children: How quantitative and qualitative data support it. Journal of Creative Behavior, 37(2), 117−142. doi:10.1002/j.2162–6057.2003.tb00829.x
• Haro, J. M. ve Castejon, J. L. (2014). Perceived emotional intelligence, general intelligence and early professional success: Predictive and incremental validity. Anales de Psicología, (30)2, 490-498.
• Hickey, M. (2001). An application of Amabile's consensual assessment technique for rating the creativity of children's musical compositions. Journal of Research in Music Education, 49, 234−244. doi:10.2307/3345709
• Ivcevic, Z. ve Mayer, J. D. (2009). Mapping dimensions of creativity in the life–space. Creativity Research Journal, 21(2−3), 152–165. doi:10.1080/10400410902855259
• İşmen, A. E. (2001). Duygusal zeka ve problem çözme. M. A. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 13, 111-124.
• Jauk, E., Benedek, M., Dunst, B. ve Neubauer, A., C. (2013). The relationship between intelligence and creativity: New support fort he threshold hypothesis by mean of empirical breakpoints detection. Intelligence, 41(4), 212–221.
• Kaufman, J. C. (2012). Counting the muses: development of the Kaufman Domains of Creativity Scale (K–DOCS). Psychology of Aesthetics, Creativity, and the Arts, 6(4), 298−308. doi:10.1037/a0029751
• Kaufman, J. C. ve Baer, J. (2004a). Sure, i’m creative-but not in mathematics!: Self–reported creativity in diverse domains. Empirical Studies of the Arts, 22(2) 143-155.
• Kaufman, J. C. ve Baer, J. (2004b). The amusement park theoritical model of creativity. The Korean Journal of Thinking & Problem Solving, 14(2), 15-25.
• Kaufman, J. C., Cole, J. C. ve Baer, J. (2009). The construct of creativity: Structural model for self– reported creativity ratings. Journal of Creative Behavior, 43(2), 119–123. doi:10.1002/j.2162- 6057.2009.tb01310.x
• Kaufman, J. C., Evans, M. ve Baer, J. (2010). The American idol effect: Are students good judges of their creativity across domains? Empirical Studies of the Arts, 28(1) 3–17. doi:10.2190/EM.28.1.b
• Kim, K. H. (2005). Can only intelligent people be creative? A meta-analysis, Journal of Secondary Gifted Education, 16, 57–66.
• Kim, K. H., Cramond, B. ve VanTassel-Baska, J. (2010). The relationship between creativity and intelligence. J. C. Kaufman ve R. J. Sternberg (Ed.). Handbook of creativity içinde (s. 395-412). Cambridge: Cambridge University Press.
• Koçak, R. ve İçmenoğlu, E. (2012). Üstün yetenekli öğrencilerin duygusal zeka ve yaratıcılık düzeylerinin yaşam doyumlarının yordayıcı rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4(37), 73-85.
• Köksal, A. (2007). Üstün zekalı çocuklarda duygusal zekayı geliştirmeye dönük program geliştirme çalışması (Yayınlanmamış doktora tezi). İstanbul, İstanbul Üniversitesi.
• Leana, M. Z. ve Köksal, A. (2007). Üstün ve normal zihin düzeyindeki öğrencilerin IQ ve EQ’ları arasındaki ilişki. International Symposium Emotional Intellgince and Communication VI, 1, 140-151.
• Mavroveli, S., Petrides, K. V., Sangareau, Y. ve Furnham, A. (2009). Exploring the relationships between trait emotional intelligence to objective socio-emotional outcomes in childhood. British Journal of Educational Psychology, 9, 259–272.
• Mayer, J. D., Salovey, P., Caruso, D. R. ve Sitarenios, G. (2001). Emotional intelligence as a standard intelligence. Emotion, 1, 232–242.
• McCrae, R. R. ve Costa, P. T. (1997). Conceptions and correlates of openness to experience. R. Hogan, J. A. Johnson ve S. R. Briggs (Ed.), Handbook of personality psychology içinde (s. 826–848). New York: Academic Press.
• Mikolajczak, M. ve Limunet, O. (2008). TEQ and the cognitive appraisal of stressful events: An exploratory study. Personality and Individual Differences, 44, 144–153.
• Milli Eğitim Bakanlığı (MEB). (2012). Özel eğitim hizmetleri yönetmeliği [Special education services regulation]. http://www.meb.gov.tr adresinden erişildi.
• Milli Eğitim Bakanlığı (MEB). (2014). E-Okul. https://e-okul.meb.gov.tr/ adresinden erişildi.
• Mönks, F. J., Heller, K. A. ve Passow, A. H. (2000). The study of giftedness: Reflection on where we are and where we going. A. K. Heller, F. J. Mönks, R. J. Sternberg, ve R. F. Subotnik (Ed.). International handbook of giftedness and talented içinde (s. 839-864), Oxford: Pergamon Press.
• Ogurlu, Ü. (2014). Çocuklarda zeka ve yaratıcılık ilişkisi. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11(27), 337-348.
• Oral, G., Kaufman, J. C. ve Agars, M. D. (2007). Examining creativity in Turkey: Do western findings apply? High Ability Studies, 18(2), 235–246. doi:10.1080/13598130701709590
• Özbay, Y. ve Palancı, M. (2011). Üstün yetenekli çocuk ve ergenlerin psikososyal özellikleri. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 22, 89-108.
• Plucker, J. A. (2010). Is the proof in the pudding? reanalyses of torrance's (1958 to present) longitudinal data, Creativity Research Journal, 12(2), 103–114. doi:10.1207/s15326934crj1202_3.
• Petrides, K. V. ve Furnham, A. (2000). On the dimensional structure of emotional intelligence. Personality and Individual Differences, 29, 313–320.
• Petrides, K. V. ve Furnham, A. (2001). Trait emotional intelligence: Psychometric invesitigation with reference to established trait taxonomies, Europan Journal of Personality, 15, 425–448.
• Petrides, K. V., Fredericson, N. ve Furnham, A. (2004). The role of trait EQ in academic performance and deviant behaviours at school. Personality and Individual Differences, 36, 277–293.
• Preckel, F., Holling, H. ve Wiese, M. (2006). Relationship of intelligence and creativity in gifted and non-gifted students: An investigation of threshold theory. Personality and Individual Differences, 40, 159–170. doi:10.1080/10400410409534553.
• Rawlings, D. ve Locarnini, A. (2007). Validating the creativity scale for diverse domains using groups of artists and scientists. Empirical Studies of the Arts, 25, 163–172.
• Reis, S. M. ve Renzulli, J. S. (2004). Current research on the social and emotional development of gifted and talented students: Good news and future possibilities. Psychology in the Schools, 41(1), 119-130. doi:10.1002/pits.10144
• Renzulli, J. S. (2005). The three-ring conception of giftedness: A developmental model for promoting creative productivity. R. J. Sternberg, ve J. E. Davidson, (Ed.). Conceptions of giftedness içinde (s. 246-279), Cambridge: Cambridge University Press.
• Richmond, B. O. (1966). Creativity in monozygotic and dyzygotic' twins. ERIC Veritabanı http://eric.ed.gov/?id=ED109580 adresinden erişildi.
• Runco, M. A. (1994). Creativity and its discontents. M. Shaw ve M. Runco (Ed.), Creativity and affect içinde(s. 102–126). Norwood, NJ: Ablex.
• Runco, M. A. (2007). Creativity theories and themes: Research, development, and practice. NewYork: Elsevier Academic Press.
• Runco, M. A. ve Albert, R. S. (1986). The threshold theory regarding creativity and intelligence: An empirical test with gifted and nongifted children, The Creative Child and Adult Quarterly, 11, 212– 218.
• Runco, M. A., Millar, G., Acar, S. ve Cramond, B. (2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow- up, Creativity Research Journal, 22(4), 361–368. doi:10.1080/10400419.2010.523393
• Russ, S. W. (1998). Affect, creative experience and psychological adjustment. Ann Arbor, MI: BraunBrumfield.
• Sak, U. (2004). A Synthesis of research on psychological types of gifted adolescents. The Journal of Secondary Gifted Education, 15(2), 70–79.
• Sak, U. (2007). Giftedness and the Turkish culture. S. N. Philipson ve M. McCann (Ed.). Conceptions of giftedness: Socio-cultural perspectives içinde (s. 283–310). London: Lawrence Erlbaum Associates.
• Sak, U. (2009). Üstün yetenekliler eğitim programları (Gifted education programs), Ankara: Maya Publishing.
• Sak, U. (2014). Yaratıcılık gelişimi ve geliştirilmesi (Growth and development creativity), Ankara: Vize Publishing.
• Sanchez–Ruiz, M. J., Hernandez–Torrano D., Perez–Gonzalez, J. C., Batey, M. ve Petrides, K. V. (2011). The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotion, 35(4), 461–473. doi:10.1007/s11031-011-9227-8.
• Saranlı, A. G. ve Metin, N. (2012). Üstün yetenekli çocuklarda gözlenen sosyo – duygusal sorunlar (Social – emotional problems observed in gifted children). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 45(1), 139-163.
• Silvia, P. L. (2008). Creativity and intelligence revisited: A latent variable analysis of Wallach and Kogan (1965), Creativity Research Journal, 20(1), 34–39. doi:10.1080/10400410701841807
• Silvia, P. J., Wigert, B., Reiter-Palmon, R. ve Kaufman, J. C. (2012). Assessing creativity with self-report scales: A review and empirical evaluation. Psychology of Aesthetics, Creativity, and the Arts, 6(1), 19- 34.
• Singh, Y. ve Sharma, R. (2012). Relationship between general intelligence, emotional intelligence, stress levels and stress reactivity. Ann Neurosci, 19(3), 107-111. doi:10.5214/ans.0972.7531.190304.
• Shiyko, M. P., Ram, N. ve Grimm, K. J. (2012). An overview of growth mixture modeling a simple nonlinear application in openmx. R. H. Hoyle (Ed.). Handbook of structural equation modeling içinde (s. 532-546), New York: Guilford Press.
• Sligh, A. C., Conners, F. A. ve Roskos-Ewoldsen, B. (2005). Relation of creativity to fluid and crystallized intelligence. Journal of Creative Behavior, 39, 123-136. doi:10.1002/j.2162- 6057.2005.tb01254.x
• Soldz, S. ve Vaillant, G. E. (1999). The big five personality traits and the life course: A 45- year longitudinal study. Journal of Research in Personality, 33(2), 208−232.
• Solomon, A. O. (1967). A comparative analysis of creative and intelligent behavior of elementary school children with different socio-economic backgrounds. Final progress report. ERIC Veritabanı http://eric.ed.gov/?id=ED017022 adresinden erişildi.
• Spearman, C. (1904). General intelligence. Objectively determined and mesaured. The American Journal of Psychology, 15, 201-292.
• Sternberg, R. J. ve Lubart, T. I. (1991). An investment theory of creativity and its development. Human Development, 34, 1-32.
• Şahin, F., (2014). Yaratıcılık – zeka ilişkisi: Yeni deliller. Elementary Education Online, 13(4), 1516-1530. doi:10.17051/io.2014.02374
• Şahin, F. (2015a). A Research on the structure of intelligence and creativity, and creativity style, Turkish Journal of Giftedness and Education, 5(1), 2-20.
• Şahin, F. (2015b, 13-15 Mayıs). Kaufman alanları yaratıcılık ölçeğinin Türkçeye uyarlanması ve psikometrik özelliklerinin incelenmesi. International Congress on Education for the Future Congre: Issues and Challenges’da sunulan bildiri. Ankara.
• Şahin, F. (2015c). Kaufman alanları yaratıcılılık ölçeğinin Türkçeye uyarlanması ve psikometrik özelliklerinin incelenmesi. Elementary Education Online (Special Issue), (Inreview).
• Şahin, F. ve Kargın, T. (2013). Sınıf öğretmenlerine üstün yetenekli öğrencilerin belirlenmesi konusunda verilen bir eğitim programının etkililiği. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 14(2), 1-23.
• Terman, L. M. ve Oden, M. H. (1976). Genetic studies of genius: Volume IV, the gifted child grows up twenty–five years’ follow–up of a superior group. Stanford: Stanford University Press.
• Vantassel-Baska, J. (1998). Characteristics and needs of talented learners. J. Vantassel-Baska (Ed). Excellence in educating gifted and talented learner içinde (s. 173-191), Colorado: Love Publishing.
• Virgolim, A. M. (2005). Creativity and intelligence: A study of Brazilian gifted and talanted students (Yayımlanmamış doktora tezi). University of Connecticut.
• Wolfradt, U., Felfe, J. ve Köster, T. (2002). Self-perceived emotional intelligence and creative personality, Imagination, Cognition and Personality, 21(4), 293-309.
• Yakmacı-Güzel, B. (2002). Üstün yeteneklilerin belirlenmesinde yardımcı yeni bir yaklaşım: Dabrowski’nin aşırı duyarlılık alanları (Yayımlanmamış doktora tezi). İstanbul Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul.
• Yoon, S. (2005). Comparing the intelligence and creativity scores of Asian American gifted students with Caucasian gifted students (Yayımlanmamış doktora tezi). Purdue University.
• Ziegler, A., Heller, K. A. (2000). Conceptions of giftedness from a meta-theoretical perspective. A. K. Heller, F. J. Mönks, R. J. Sternberg ve R. F. Subotnik (Ed). International handbook of giftedness and talented, içinde (s. 3-22), Oxford: Pergamon Press.