Creativity Style and Achievements: An Investigation on the Role of Emotional Competence, Individual Differences, and Psychometric Intelligence

Abstract

Psychometric and emotional intelligence are considered as two separate theoretical constructs, although each one has been found to correlate to a certain degree with measures of creativity. The aim of the present study was to analyze whether individual differences such as age and gender, together with psychometric intelligence and emotional competence (EC) predicted creativity. We selected a sample of 376 participants aged 12–88 (mean age = 30.28 years, SD = 19.09 years; 224 females) to evaluate relationships between these constructs across lifespan. Participants were administered the Kaufman Brief Intelligence Test-2, the Short Profile of EC, the Creativity Style Questionnaire Revised (CSQ-R) and the Creative Achievement Questionnaire (CAQ). T-test on gender differences evidenced that males had higher creativity achievements compared to females. A path analysis was applied to examine the relationships between the CAQ and CSQ-R scores as dependent variables and the potential predictors assessed. Results showed that CSQ-R was significantly predicted by interpersonal emotional competence and marginally by educational level (p = 0.058) and intrapersonal emotional competence (p = 0.051). On the other hand, the CAQ score was significantly predicted by gender, age, and composite IQ. Discussion is focused on possible theoretical implications.

Integrated STEM-based module: Relationship between students’ creative thinking and science achievement

“…Besides, in the control group, students with the same level of creative thinking as the treatment group obtained satisfactory (grade B), good (grade C), and satisfying (grade D) achievement levels after the implementation of the intervention. It is in line with (Nori et al, 2018), that cognitive ability (measured by academic achievement) does not necessarily become necessary in shaping one's creativity. Also, the overall results of creative thinking that do not correlate with science learning achievement are evidence that between these variables shows consistency in whatever learning strategies are applied.…”

“…Overall, the findings for both groups support the research conducted by (Jauk et al, 2013) that cognitive abilities have different influences on specific creativity domains (originality, fluency, flexibility, and elaboration). It is because creativity is not in the same construct but exists based on certain domains or criteria (Nori et al, 2018).…”

Creatividad e inteligencias múltiples percibidas como predictores de las aptitudes escolares en Educación Primaria

“…A pesar del interés mostrado por investigadores durante décadas, la naturaleza de la relación entre creatividad y capacidad o rendimiento académico es aún motivo de debate (Gajda et al, 2017;Jauk, Benedek, Dunst y Neubauer, 2013;Nori et al, 2018). En el presente trabajo se ha analizado la capacidad predictiva de la inteligencia creativa sobre la capacidad intelectual, Electronic Journal of Research in Educational Psychology, 17(3), 589-608.…”

“…La creatividad y las aptitudes o el rendimiento académico han sido relacionados en diferentes estudios (ej. Kaufman y Plucker, 2011;Nori, Signore y Bonifacci, 2018), aunque la fuerza de esa relación no se muestra de manera uniforme entre las distintas investigaciones.…”

“…Sin embargo, autores como Almeida et al (2010) Tener en cuenta constructos como la creatividad o las inteligencias múltiples y comprender cómo se relacionan con las aptitudes intelectuales y académicas puede favorecer un mejor entendimiento y posterior promoción de las capacidades individuales y rendimiento de los alumnos (Peña, Ezquerro y López, 2017). Sin embargo, aún no existe un acuerdo absoluto acerca de la relación que existe entre las variables que se utilizan para identificarlos (Almeida et al, 2010;Nori et al, 2018). Por ello, el objetivo de este trabajo ha sido examinar el valor predictivo de la creatividad y las inteligencias múltiples (auto-percibidas, percibidas por familias y por profesorado) sobre las aptitudes escolares de los alumnos que les ayudan a rendir favorablemente en la escuela.…”