Faculty Profile

Selcuk Acar

Title
Associate Professor
Department
Educational Psychology
College
College of Education

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
PhD, University of Georgia, 2013. 
Major: Educational Psychology
Degree Specialization: Gifted and Creative Education
Dissertation Title: Empirical Studies of Literal Divergent Thinking
MA, Istanbul University, 2007. 
Major: Gifted Education
Degree Specialization: Gifted Education
Dissertation Title: Standardization of Raven Progressive Matrices for ages 10-11 and The Relationship between Leadership and Intelligence
BA, Bogazici University, 2004. 
Major: Educational Sciences
Degree Specialization: Guidance and Psychological Counseling





          

        
                

          
Current Scheduled Teaching*


          
EPSY 5050.020, Foundations of Educational Research Methodology, Summer 2024 
EPSY 5140.080, Creativity in the Classroom, Spring 2024 Syllabus
EPSY 3020.020, Introduction to Creativity in the Classroom, Spring 2024 Syllabus
EPSY 6030.709, Practicum, Field Problem or Internship, Spring 2024 


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  


    

    

      


        


          


            
Previous Scheduled Teaching*


            
                    

                    EPSY 6950.709, Doctoral Dissertation, Fall 2023 
                    

                    EPSY 3020.020, Introduction to Creativity in the Classroom, Fall 2023 Syllabus SPOT
                    

                    EPSY 5130.090, Methods and Curriculum for Teaching Gifted and Talented Students, Fall 8W2 2023  SPOT
                    

                    EPSY 5000.020, Introduction to Educational Psychology, Summer 5W1 2023  SPOT
                    

                    EPSY 5140.080, Creativity in the Classroom, Spring 8W1 2023  SPOT
                    

                    EPSY 6950.709, Doctoral Dissertation, Spring 2023 
                    

                    EPSY 5133.080, Infant and Child Development, Spring 8W1 2023  SPOT
                    

                    EPSY 6030.709, Practicum, Field Problem or Internship, Spring 2023 
                    

                    EPSY 6900.709, Special Problems, Spring 8W2 2023 
                    

                    EPSY 6950.709, Doctoral Dissertation, Fall 2022 
                    

                    EPSY 6110.001, Individual Differences, Creativity, & Problem Solving, Fall 2022  SPOT
                    

                    EPSY 5350.020, Foundations of PsychoEducational Measurement, Summer 5W2 2022  SPOT
                    

                    EPSY 5900.709, Special Problems, Summer 10W 2022 
                    

                    EPSY 5140.080, Creativity in the Classroom, Spring 8W1 2022  SPOT
                    

                    EPSY 6950.709, Doctoral Dissertation, Spring 2022 
                    

                    HNRS 4951.001, Honors College Capstone Thesis, Spring 2022 
                    

                    EPSY 5133.080, Infant and Child Development, Spring 8W1 2022  SPOT
                    

                    EPSY 5133.601, Infant and Child Development, Spring 8W1 2022  SPOT
                    

                    EPSY 6030.709, Practicum, Field Problem or Internship, Spring 2022 
                    

                    EPSY 5143.080, Advanced Adolescent Development, Fall 8W1 2021  SPOT
                    

                    EPSY 5143.086, Advanced Adolescent Development, Fall 8W1 2021  SPOT
                    

                    EPSY 5143.601, Advanced Adolescent Development, Fall 8W1 2021  SPOT
                    

                    EPSY 6950.709, Doctoral Dissertation, Fall 2021 
                    

                    EPSY 5050.020, Foundations of Educational Research Methodology, Summer 5W2 2021  SPOT
                    

                    EPSY 5050.602, Foundations of Educational Research Methodology, Summer 5W2 2021  SPOT
                    

                    EPSY 6900.709, Special Problems, Summer 5W2 2021 
                    

                    EPSY 5133.080, Infant and Child Development, Spring 8W1 2021  SPOT
                    

                    EPSY 5133.086, Infant and Child Development, Spring 8W1 2021  SPOT
                    

                    EPSY 6110.001, Individual Differences, Creativity, & Problem Solving, Fall 2020  SPOT

          


          
*
  Texas Education Code 51.974 (HB 2504) requires each institution of
  higher education to make available to the public, a syllabus for
  undergraduate lecture courses offered for credit by the institution.
  

        

      

    

  

  
  	

	

	  

		

		   
Published Publications



  

  
Published Intellectual Contributions


  
Book Chapter
Roberts, A. M., Sternberg, R. J., Runco, M. A., Acar, S., Ward, T. B., Kolomyts,, Y., Kaufman, J. C. (2021). Creativity and cognition, divergent thinking, and intelligence. Creativity: An introduction. 102-127. 
Acar, S., Ogurlu, U., Runco, M. A. (2020). Meta-analytic research on creativity. Challenges and solutions. Handbook of Research Methods on Creativity. 244–258. Edward Elgar. https://www.e-elgar.com/shop/usd/handbook-of-research-methods-on-creativity-9781786439642.html
Acar, S.  (2019). Divergent thinking through cognitive hyperspace for creative ideas. Integrative explorations of the creative mind. 40–62.  Newcastle, UK: Cambridge Scholars Publishing. 
Runco, M. A., Acar, S.  (2019). Divergent Thinking. The Cambridge Handbook of Creativity. 224-254. Cambridge University Press. http://dx.doi.org/10.1017/9781316979839.013
Acar, S.  (2017). Creative leadership among executives and managers. Handbook of creative leadership. 359–383. 
Acar, S.  (2012). Creative abilities: Divergent thinking. Handbook of organizational creativit. 115-140.  London; Waltham, MA: Elsevier/Academic Press.. 
Runco, M. A., Cayirdag Acar, N., Acar, S.  (2010). Quantitative research on creativity. Researching creative learning methods and issues. 153-171.  London, UK: Routledge. 
Editorial Material
Murphy, M., Runco, M. A., Acar, S., Reiter-Palmon, R.  (2013). Reanalysis of Genetic Data and Rethinking Dopamine's Relationship With Creativity. Creativity Research Journal. 25(1), 147-148. 
Encyclopedia Article
Acar, S.  (2020). Asynchronicity. Encyclopedia of creativity. 1(3rd), 83–89.  San Diego, CA: Academic Press. https://www.elsevier.com/books/encyclopedia-of-creativity/runco/978-0-12-815614-8
Acar, S.  (2020). Creativity gap. Encyclopedia of Creativity. 1(3rd Ed.), 263–267.  San Diego, CA: Academic Press. https://www.elsevier.com/books/encyclopedia-of-creativity/runco/978-0-12-815614-8
Acar, S., Runco, M. A. (2020). Hyperspace. Encyclopedia of Creativity. 1(3rd Ed.), 595–600.  San Diego, CA: Academic Press. https://www.elsevier.com/books/encyclopedia-of-creativity/runco/978-0-12-815614-8
Acar, S.  (2020). Matthew, Pygmalion, and Founder Effects. Encyclopedia of creativity. 2(3rd Ed.), 86–93.  San Diego, CA: Academic Press. https://www.elsevier.com/books/encyclopedia-of-creativity/runco/978-0-12-815614-8
Acar, S., Ogurlu, U.  (2020). Meta-analyses. Encyclopedia of Creativity. 2(3rd Ed.), 132–139.  San Diego, CA: Academic Press. https://www.elsevier.com/books/encyclopedia-of-creativity/runco/978-0-12-815614-8
Journal Article
Acar, S., Berthiaume, K., Grajzel, K., Dumas, D., Flemister, C. ., Organisciak, P.  Applying Automated Originality Scoring to the Verbal Form of Torrance Tests of Creative Thinking. Gifted Child Quarterly. 001698622110618. SAGE Publications. http://dx.doi.org/10.1177/00169862211061874
Alteshehr, K. K., Acar, S., Sahin, A., Yildirim, Y., Taban, F.  College Students’ Academic Online Engagement, Creative Self-Efficacy, Self-Regulation and Wellbeing During the Pandemic. Other. 4(6), 83-92. European Open Science Publishing. http://dx.doi.org/10.24018/ejedu.2023.4.6.701
Acar, S.  Creativity Assessment, Research, and Practice in the Age of Artificial Intelligence. Creativity Research Journal. 1-7. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2023.2271749
Acar, S.  Does the Task Structure Impact the Fluency Confound in Divergent Thinking? An Investigation with TTCT-Figural. Creativity Research Journal. 1-14. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2022.2044656
Abdulla Alabbasi, A. M., Reiter-Palmon, R., Acar, S.  Problem finding and divergent thinking: A multivariate meta-analysis.. Psychology of Aesthetics, Creativity, and the Arts. American Psychological Association (APA). http://dx.doi.org/10.1037/aca0000640
Acar, S., Tadik, H., Uysal, R., Myers, D., Inetas, B.  Socio‐Economic Status and Creativity: A Meta‐Analysis. Other. Wiley. http://dx.doi.org/10.1002/jocb.568
Abdulla Alabbasi, A. M., Runco, M. A., Acar, S., Aljasim, F. A. Validation of Arabic Version of Runco Ideational Behavior Scale. Creativity Research Journal. 1-9. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2022.2110731
Abdulla Alabbasi, A. M., Al-Shehri, R., Aljasim, F. A., Acar, S.  (2024). Testing the effects of time-on-task and instructions to “be creative” on gifted students. Other. 40(1), 67-91. SAGE Publications. http://dx.doi.org/10.1177/02614294231173783
Acar, S., Berthiaume, K., Johnson, R.  (2023). What kind of questions do creative people ask?. Other. 33(3), 100062. Elsevier BV. http://dx.doi.org/10.1016/j.yjoc.2023.100062
Grajzel, K., Acar, S., Dumas, D., Organisciak, P., Berthiaume, K.  Measuring flexibility: A text-mining approach. Frontiers in Psychology. 13, . Frontiers Media SA. http://dx.doi.org/10.3389/fpsyg.2022.1093343
Bower, J., Acar, S., Kursuncu, U.  (2023). Measuring Creativity in Academic Writing: An Analysis of Essays in Advanced Placement Language and Composition. Journal of Advanced Academics. 34(3-4), 183-214. SAGE Publications. http://dx.doi.org/10.1177/1932202x231211633
Grajzel, K., Acar, S., Singer, G.  (2023). The Big Five and divergent thinking: A meta-analysis. Personality and Individual Differences. 214, 112338. Elsevier BV. http://dx.doi.org/10.1016/j.paid.2023.112338
Acar, S., Lee, L. E., Hodges, J. W. (2023). Assessing the Robustness of the Factor Structure of TTCT-Figural: A Meta-CFA Replication-Extension. Creativity Research Journal. 35(4), 547-567. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2023.2209393
Organisciak, P., Acar, S., Dumas, D., Berthiaume, K.  (2023). Beyond semantic distance: Automated scoring of divergent thinking greatly improves with large language models. Thinking Skills and Creativity. 49, 101356. Elsevier BV. http://dx.doi.org/10.1016/j.tsc.2023.101356
Dumas, D., Acar, S., Berthiaume, K., Organisciak, P., Eby, D., Grajzel, K., Vlaamster, T., Newman, M., Carrera, M.  (2023). What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably?. Other. 57(3), 419-438. Wiley. http://dx.doi.org/10.1002/jocb.588
Ogurlu, U., Acar, S., Ozbey, A.  (2023). Does Word Frequency Impact Ideational Fluency in Divergent Thinking? A Meta-analytic Exploration with the Alternate Uses Test. Thinking Skills and Creativity. 47, . https://api.elsevier.com/content/abstract/scopus_id/85143773043
Organisciak, P., Newman, M., Eby, D., Acar, S., Dumas, D.  (2023). How do the kids speak? Improving educational use of text mining with child-directed language models. Other. https://api.elsevier.com/content/abstract/scopus_id/85146280538
Grajzel, K., Dumas, D., Acar, S.  (2022). Are the Verbal TTCT Forms Actually Interchangeable?. Other. 56(4), 629-646. Wiley. http://dx.doi.org/10.1002/jocb.556
Guo, Y., Lin, S., Acar, S., Jin, S., Xu, X., Feng, Y., Zeng, Y.  (2022). Divergent Thinking and Evaluative Skill: A Meta‐Analysis. Other. 56(3), 432-448. Wiley. http://dx.doi.org/10.1002/jocb.539
Ayoub, A. E., Abdulla Alabbasi, A. M., Alsubaie, A. M., Runco, M. A., Acar, S.  (2022). Enhanced Open-Mindedness and Problem Finding Among Gifted Female Students Involved in Future Robotics Design. Roeper Review. 44(2), 85-93. Informa UK Limited. http://dx.doi.org/10.1080/02783193.2022.2043500
Runco, M. A., Alabbasi, A. M., Acar, S., Ayoub, A. A. (2022). Creative Potential is Differentially Expressed in School, at Home, and the Natural Environment. Creativity Research Journal. Routledge. https://www.tandfonline.com/doi/full/10.1080/10400419.2022.2031437
Acar, S., Branch, M. J., Burnett, C., Cabra, J. F. (2021). Assessing the Universality of the Zero Originality Lists of the Torrance Tests of Creative Thinking (TTCT)-Figural: An Examination With African American College Students. Gifted Child Quarterly. 65(4), 354-369. SAGE Publications. http://dx.doi.org/10.1177/00169862211012964
Abdulla Alabbasi, A. M., Tadik, H., Acar, S., Runco, M. A. (2021). Birth Order and Divergent Thinking: A Meta-Analysis. Creativity Research Journal. 33(4), 331-346. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2021.1913559
Paek, S. H., Abdulla Alabbasi, A. M., Acar, S., Runco, M. A. (2021). Is more time better for divergent thinking? A meta-analysis of the time-on-task effect on divergent thinking. Thinking Skills and Creativity. 41, 100894. Elsevier BV. http://dx.doi.org/10.1016/j.tsc.2021.100894
Mastria, S., Agnoli, S., Zanon, M., Acar, S., Runco, M. A., Corazza, G. E. (2021). Clustering and switching in divergent thinking: Neurophysiological correlates underlying flexibility during idea generation. Neuropsychologia. 158, 107890. Elsevier BV. http://dx.doi.org/10.1016/j.neuropsychologia.2021.107890
Puccio, G. J., Burnett, C., Acar, S., Yudess, J. A., Holinger, M., Cabra, J. F. (2020). Creative Problem Solving in Small Groups: The Effects of Creativity Training on Idea Generation, Solution Creativity, and Leadership Effectiveness. Journal of Creative Behavior. 54(2), 453-471. 
Acar, S., Runco, M. A., Park, H.  (2020). What should people be told when they take a divergent thinking test? A meta-analytic review of explicit instructions for divergent thinking.. Psychology of Aesthetics, Creativity, and the Arts. 14(1), 39-49. American Psychological Association (APA). http://dx.doi.org/10.1037/aca0000256
Acar, S., Tadik, H., Myers, D., van der Sman, C., Uysal, R.  Creativity and wellbeing: A meta-analytic review. Journal of Creative Behavior. 55(3), 738-751. 
Pugsley, L., Acar, S.  (2020). Supporting Creativity Or Conformity? Influence of Home Environment and Parental Factors on the Value of Children's Creativity Characteristics. Journal of Creative Behavior. 54(3), 598-609. Wiley. http://dx.doi.org/10.1002/jocb.393
Puccio, G. J., Miller, B., Acar, S.  (2019). Differences in Creative Problem‐Solving Preferences Across Occupations. Journal of Creative Behavior. 53(4), 576-592. Wiley. http://dx.doi.org/10.1002/jocb.241
Acar, S., Runco, M. A. (2019). Divergent Thinking: New Methods, Recent Research, and Extended Theory. Psychology of Aesthetics, Creativity, and the Arts. 13(2), 153-158. American Psychological Association. 
Acar, S., Neumayer, M., Burnett, C.  (2019). Social Media Use and Creativity: Exploring the Influences on Ideational Behavior and Creative Activity. Journal of Creative Behavior. Wiley. 
Acar, S., Abdulla Alabbasi, A. M., Runco, M. A., Beketayev, K.  (2019). Latency as a predictor of originality in divergent thinking. Thinking Skills and Creativity. 33, 100574. Elsevier BV. http://dx.doi.org/10.1016/j.tsc.2019.100574
Kaya, F., Acar, S.  (2019). The impact of originality instructions on cognitive strategy use in divergent thinking. Thinking Skills and Creativity. 33, 100581. Elsevier BV. http://dx.doi.org/10.1016/j.tsc.2019.100581
Gurak-Ozdemir, S., Acar, S., Puccio, G., Wright, C.  (2019). Why Do Teachers Connect Better With Some Students Than Others? Exploring the Influence of Teachers’ Creative-Thinking Preferences. Other. 34(1-2), 102-115. Informa UK Limited. http://dx.doi.org/10.1080/15332276.2019.1684221
Acar, S., Runco, M. A., Ogurlu, U.  (2019). The moderating influence of idea sequence: A re-analysis of the relationship between category switch and latency. Personality and Individual Differences. 142, 214-217. Elsevier BV. http://dx.doi.org/10.1016/j.paid.2018.06.013
Acar, S., Runco, M. A., Ogurlu, U.  (2018). Creativity and Religiosity: A Reanalysis with Regional Predictors. Creativity Research Journal. 30(3), 316-321. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2018.1488349
Acar, S., Chen, X., Cayirdag, N.  (2018). Schizophrenia and creativity: A meta-analytic review. Schizophrenia Research. 195, 23-31. Elsevier BV. http://dx.doi.org/10.1016/j.schres.2017.08.036
Runco, M. A., Acar, S., Cayirdag, N.  (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity. 24, 242-249. 
Runco, M. A., Acar, S., Cayirdag, N.  (2017). Further Evidence that Creativity and Innovation are Inhibited by Conservative Thinking: Analyses of the 2016 Presidential Election. Creativity Research Journal. 29(3), 331-336. 
Acar, S., Burnett, C., Cabra, J. F. (2017). Ingredients of Creativity: Originality and More. Creativity Research Journal. 29(2), 133-144. 
Acar, S., Runco, M. A. (2017). Latency Predicts Category Switch in Divergent Thinking. Other. 11(1), 43-51. 
Runco, M. A., Acar, S., Cayirdag, N.  (2017). Further Evidence that Creativity and Innovation are Inhibited by Conservative Thinking: Analyses of the 2016 Presidential Election. Creativity Research Journal. 29(3), 331-336. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2017.1360069
Runco, M. A., Acar, S., Cayirdag, N.  (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity. 24, 242-249. Elsevier BV. http://dx.doi.org/10.1016/j.tsc.2017.04.003
Acar, S., Burnett, C., Cabra, J. F. (2017). Ingredients of Creativity: Originality and More. Creativity Research Journal. 29(2), 133-144. Informa UK Limited. http://dx.doi.org/10.1080/10400419.2017.1302776
Acar, S., Sen, S., Cayirdag, N.  (2016). Consistency of the Performance and Nonperformance Methods in Gifted Identification: A Multilevel Meta-Analytic Review. Gifted Child Quarterly. 60(2), 81-101. 
Runco, M. A., Hao, N., Acar, S., Yang, J., Tang, M.  (2016). The Social “Cost” of Working in Groups and Impact on Values and Creativity. Other. 3(2), 229-243. Walter de Gruyter GmbH. http://dx.doi.org/10.1515/ctra-2016-0015
Acar, S., Sen, S., Cayirdag, N.  (2016). Consistency of the Performance and Nonperformance Methods in Gifted Identification. Gifted Child Quarterly. 60(2), 81-101. SAGE Publications. http://dx.doi.org/10.1177/0016986216634438
Acar, S., Runco, M. A. (2015). Thinking in Multiple Directions: Hyperspace Categories in Divergent Thinking. Other. 9(1), 41-53. 
Acar, S., Runco, M. A. (2014). Assessing Associative Distance Among Ideas Elicited by Tests of Divergent Thinking. Creativity Research Journal. 26(2), 229-238. 
Sen, S., Acar, S., Cetinkaya, C.  (2014). Development of the Person-Environment Fit Scale (PEFSC): A New Measure of Creativity. Other. 8(4), 433-445. 
Runco, M. A., Walczyk, J. J., Acar, S., Cowger, E. L., Simundson, M., Tripp, S.  (2014). The Incremental Validity of a Short Form of the Ideational Behavior Scale and Usefulness of Distractor, Contraindicative, and Lie Scales. Other. 48(3), 185-197. 
Acar, S., Sen, S.  (2013). A Multilevel Meta-Analysis of the Relationship Between Creativity and Schizotypy. Other. 7(3), 214-228. 
Runco, M. A., Acar, S.  (2012). Divergent Thinking as an Indicator of Creative Potential. Creativity Research Journal. 24(1), 66-75. 
Acar, S., Runco, M. A. (2012). Psychoticism and Creativity: A Meta-analytic Review. Other. 6(4), 341-350. 
Runco, M. A., Noble, E. P., Reiter-Palmon, R., Acar, S., Ritchie, T., Yurkovich, J. M. (2011). The Genetic Basis of Creativity and Ideational Fluency. Creativity Research Journal. 23(4), 376-380. 
Runco, M. A., Acar, S.  (2010). Do Tests of Divergent Thinking Have an Experiential Bias?. Other. 4(3), 144-148. 
Runco, M. A., Millar, G., Acar, S., 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. 



	
		
		
	  

	

	

  
    
	

	

	  

		

		   
Awarded Grants



  
  
  	  
          
Contracts, Grants and Sponsored Research  

 	 
	 	 
  
Grant - Research   
Acar, S. (Principal), "Measuring Original Thinking in Elementary Students: A Text-mining Approach," Sponsored by Institute of Education Sciences, Federal, $964081 Funded. (July 1, 2020 – June 30, 2023).
Acar, S. (Co-Principal), "Adopting MOOC Courses to the Needs of Existing Educational Structures," Sponsored by SUNY Innovative Instruction Technology Renewal Grant (IITG), State, $17500 Funded. (September 1, 2015 – June 1, 2016).



	
		
		
	  

	

	

	
	

  
  
  

  	

		

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					Overall
Summative Rating		
					Challenge and
Engagement Index		
					Response Rate
					
				

			
			
				

					
					
out of 5		
					
out of 7		
					%
 of 
students responded		
					
					
				

			
		


		
    
			
  • Overall Summative Rating (median):
    
			This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
				
      
					
    • The course as a whole was
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    • The course content was
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    • The instructor’s contribution to the course was
      • 
					
    • The instructor’s effectiveness in teaching the subject matter was
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    • 
			
  • Challenge and Engagement Index:
    
			This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
				
      
					
    • Do you expect your grade in this course to be
      • 
					
    • The intellectual challenge presented was
      • 
					
    • The amount of effort you put into this course was
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    • The amount of effort to succeed in this course was
      • 
					
    • Your involvement in course (doing assignments, attending classes, etc.) was
      • 
				
    
			
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