A critical need exists in engineering education to draw on the non-traditional divergent thinking and risk-taking necessary for making radical technological breakthroughs. Literature suggests that individuals with Attention Deficit Hyperactivity Disorder (ADHD) characteristics demonstrate unparalleled creativity and risk-taking potential. While this group of students may offer significant benefits to the advancement of the nation, they are currently significantly underrepresented in engineering programs because of the major academic and emotional challenges that the rigidly structured engineering programs impose on them. Funded by the Division of Engineering Education and Centers of the National Science Foundation, this study is aimed at understanding creative potential and challenges of engineering students with ADHD characteristics. A cohort of 18 female and 36 male undergraduate students were recruited from the School of Engineering at the University of Connecticut ( n =54). To quantify the level of ADHD-related characteristics and the creative potential of the participants, the investigators administered Brown ADD Scales for Adults and Torrance Test of Creative Thinking (TTCT) Figural Form A, respectively. A 40-question instrument was designed and administered to understand the learning styles, the perception of current engineering programs in terms of rewarding creativity and risk-taking, and the difficulties of the participants in engineering programs. It was found that there is a statistically significant positive correlation between the Brown total score and the Creativity Index ( r =.45, p=.001). Among Brown subscale scores, attention was found to have the largest correlation with the Creativity Index. There were positive significant correlations with the Creativity Index and all of the Brown subscales except for memory . The Brown scores were found to have positive significant correlations with three of the TTCT sub-categories; fluency, originality
工程教育迫切需要利用非传统的发散思维和冒险精神来实现突破性的技术突破。文献表明，具有注意缺陷多动障碍(ADHD)特征的个体表现出无与伦比的创造力和冒险潜力。虽然这群学生可能会为国家的进步带来巨大的好处，但他们目前在工程项目中的代表性明显不足，因为严格结构的工程项目给他们带来了重大的学术和情感挑战。本研究由美国国家科学基金会工程教育司和中心资助，旨在了解具有ADHD特征的工科学生的创造潜力和挑战。从康涅狄格大学工程学院招募了18名女性和36名男性本科生(n =54)。为了量化adhd相关特征的水平和参与者的创造潜力，研究者分别使用了布朗成人ADD量表和托兰斯创造性思维测验(TTCT)图形形式A。设计并实施了一个包含40个问题的工具，以了解学习风格、对当前工程项目在奖励创造力和冒险方面的看法，以及工程项目参与者的困难。结果发现，布朗总分与创造力指数呈显著正相关(r =)。45, p =措施)。在布朗分量表得分中，注意力与创造力指数的相关性最大。除记忆力外，创造力指数与布朗量表均呈显著正相关。Brown分数与三个TTCT子类别呈显著正相关;流畅性、原创性
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