In this investigqtion 143 creativity researchers c o m p l e t e d a s u r v e y to r a t e t h e i m p o r t a n c e o f v a r i o u s t r a i t s a n d developmental influences on creative achievement. They also rated the importance o f various topics for future research. Sixteen composite variables were formed f r o m the traits and d e v e l o p m e n t a l f a c t o r s . B e h a v i o r s in t h e M o t i v a t i o n a l C o m p o s i t e were rated as m o s t i m p o r t a n t for recognized creative achievement, followed b y P r o b l e m Finding a n d Questioning Skills, and traits reflecting Adaptive Cognition. The ratings o f the Developmental survey items suggested that Education and Learning were m o s t important for achievement, followed by Cultural a n d Social factors, a n d then Family a n d E a r l y B a c k g r o u n d . T h e t o p five r a n k e d t o p i c s for future research included actual creative .behavior, motivation a n d drive, imagery, imagination, a n d creative products. G r o u p differences were explored, b u t few differences were found in comparisons o f ratings f r o m researchers w h o had experience teaching creativity courses a n d those w h o h a d published a b o o k or article, a n d those w h o h a d not.
Similarly, only slight group differences were found for ratings o f important research topics. Differences in self-reported creative interests (i.e., writing a n d m u s i c ) were r e l a t e d to selected r a t i n g s of c r e a t i v e achievement variables a n d i m p o r t a n t research topics. In general, the results suggested that researchers believe creativity to b e a complex or syndrome which draws from cognitive, affective, social, a n d perhaps even physical realms. T h e lack o f g r o u p differences implies a homogeneity of opinion a n d c o n s e n s u s w i t h r e s p e c t t o t h e i m p o r t a n c e of t r a i t s , developmental factors, and research topics.