Abstract
The study examined the effects of the Revolving Door Identification Model on student creative productivity and self-efficacy as regards creative productivity. Seventh and eighth grade students who had participated in RDIM programs for at least four years were compared with comparable students in a near-by district who received no services. Participation in an RDIM program and number of projects in school were identified as significant predictors of creative productivity outside school. RDIM students who did Type III projects were more likely to report that the project affected their career goals, improved research skills, led to a more positive attitude toward school, and increased insight into personal strengths and weaknesses than students not in the RDIM program who completed major school projects.
Get full access to this article
View all access options for this article.