Creativity and academic achievement: A meta-analysis.

Abstract

This article reports on a meta-analysis of 120 studies (total N = 52,578; 782 effects) examining the relationship between creativity and academic achievement in research conducted since the 1960s. Average correlation between creativity and academic achievement was r = .22, 95% CI [.19, .24]. An analysis of moderators revealed that this relationship was constant across time but stronger when creativity was measured using creativity tests compared to self-report measures and when academic achievement was measured using standardized tests rather than grade point average. Moreover, verbal tests of creativity yielded significantly stronger relationships with academic achievement than figural tests. Theoretical and practical consequences are discussed.

Teachers’ Beliefs About Creativity and Possibilities for its Development in Polish High Schools: A Qualitative Study

“…This way of understanding creativity makes the assumption that every human being is capable of creativity, which is expressed in learning processes through the individual interpretation of acquired information, and then the inclusion of it in already existing structures of knowledge. The latest metaanalysis of the connection between creative abilities and academic achievement is fully confirmed by the above-mentioned assumption (Gajda, Karwowski, & Beghetto, 2016).…”

Creative Storytelling In Childhood Is Related To Exam Performance At Age 16

“…In other words, different creativity measures do not correlate highly among themselves, tapping into largely different aspects of creativity. The combined, overall effect size for all different creativity measures and educational achievement in the meta-analysis was r = .2 (Gajda et al, 2016).…”

“…Previous research on the relationship between creativity and educational achievement has focused on creative potential measures, namely divergent thinking (see meta-analysis, Gajda et al, 2016).…”

“…This problem was demonstrated in a recent meta-analysis on creativity and educational achievement. The meta-analysis concluded that the differences between studies in which creativity measures were used were reflected in differences across the studies in the strength of associations between creativity and educational achievement (Gajda, Karwowski & Beghetto, 2016). In other words, different creativity measures do not correlate highly among themselves, tapping into largely different aspects of creativity.…”

“…The creativity measures used in the meta-analysis included self-evaluations of one's own creativity, frequency of taking part to creative activities, divergent thinking and insight tasks (Gajda et al, 2016). Insight tasks present participants with unusual problems that require an alternative, new way of addressing a problem.…”