How is Intelligence Test Performance Associated with Creative Achievement? A Meta-Analysis

Despite the lasting interest towards the relationship between intelligence and creativity, comparably less attention is paid to its age-related changes. Our paper considers the organization of fluid intelligence and psychometric indicators of creativity and is based on the experimental data obtained for children aged 11 (n = 99) and for young adults (n = 77). We used two figural and verbal tasks with and without time limit. We found that the age-related differences in creativity are dependent on the context and the type of testing. The young adults were different from the children, having higher indicators of verbal and figurative creativity, except for the originality of the drawings created within the Incomplete Figures test, and having considerably higher test results for fluid intelligence. These age-related differences, together with the discovered closer relationship between the creativity indicators in the young adults group compared to the children, might suggest insufficient contribution of the components of the executive control of information selection (inhibition, shifting, and updating), which had not fully formed in eleven-year-olds. The comparison of the various indicators of creativity suggests that the most complex task for the children was the composition of an original sentence by joining nouns from various semantic categories.

Age-Related Changes and Reorganization of Creativity and Intelligence Indices in Schoolchildren and University Students

Bakaev

2022

The Impact of Emotional Intelligence on Domain-Specific Creativity: The Mediating Role of Resilience and the Moderating Effects of Gratitude

Tong

Kang

et al. 2022

Creativity incorporates both domain-general and domain-specific ideas. While previous studies have explored the impact of emotional intelligence (EI) on creativity in both domains, a consensus has not been reached, and the mechanism is currently unclear. In the present study, we examined which aspect of creativity EI was most strongly associated with in a group of undergraduates. Moreover, we explored the moderated mediation effect between EI and domain-specific creativity. In Study 1, 532 undergraduates completed questionnaires measuring EI, convergent and divergent creative thinking, and creative achievement. The results revealed that the most reliable positive correlations were between EI and domain-specific creativity. In Study 2, 926 undergraduates completed measurements of EI, resilience, gratitude, and creative achievement. The results revealed that resilience mediates the relationship between EI and creative achievement. Furthermore, gratitude moderated the indirect effect of EI on creative achievement through resilience. The indirect effect of EI on creative achievement was stronger for high-gratitude individuals than for low-gratitude individuals. This orientation and other results are discussed. Overall, our findings add further nuance to the relationship between EI and creativity in different domains. This study serves as a basis for other contributions aligned with these concepts.

The Revision and Application of Aurora in China: Based on Successful Intelligence

Yan

Ma³

et al. 2022

Aurora Battery is a corresponding test of successful intelligence. This study aims to examine the factorial structure of the Chinese version of Aurora Battery and to investigate its internal consistency and validity, as well as to discover the developmental features of Chinese students. A total number of 2007 students were recruited from 13 schools across eastern, central, and western China, ranging from 4th to 8th grade (mean age = 12.29 years) and among them, 43.9% are girls. Confirmatory factor analysis (CFA) was used to examine the factorial structure. Among the tested models, a second-order factor model, in which the three ability factors serve as indicators of a general factor, provided an acceptable model fit to the data. Moreover, measurement invariance across gender and grades were supported, which suggests the mean scores of analytical, creative, and practical abilities are comparable in this research. The criterion-related validity analysis suggests that the battery and its three subscales have good criterion validity. The scale reliability analysis shows that the Cronbach’s alpha and the McDonald’s omega value of the whole test were .84 and .87, respectively, indicating the scale’s internal reliability is good. For ability differences among grades, students’ analytical and practical abilities increase across all grades, while creativity presents an upward trend from grade 4 to 6, followed by a downward trend from grade 6 to 7, and an increase from grade 7 to 8. Female students outperform male students on both analytical and creative ability, while with no obvious difference on practical abilities.