Seventh Graders' Academic Achievement, Creativity, and Ability to Construct a Cross‐domain Concept Map — A Brain Function Perspective

Abstract

This study proposes an interactive model of cross‐domain concept mapping with an emphasis on brain functions, and it further investigates the relationships between academic achievement, creative thinking, and cross‐domain concept mapping. Sixty‐nine seventh graders participated in this study which employed two 50–minute instructional sessions. The findings suggest that (a) the seventh graders may lack the awareness or ability to integrate knowledge and make connections between their learning and life experiences; (b) creative thinking, academic learning and concept mapping share similar capacities; and (c) cross‐domain concept mapping, which fosters cross‐domain information integration and connections between learning and life experiences, can be an efficient mental tool in understanding a student's creative thinking and academic learning.

An exploratory study of creativity, personality and schooling achievement

“…In our work, we aim to overcome these limitations by using both recent and ecological measures of creativity and the true grades over one school year. 4 1 In fact, we hypothesize here that there is a positive correlation between wages and school grades, through higher education attainment (Weiss, 1995, Altonji, 1995.…”

“…2 see Ai (1999), Balgiu and Adîr (2014), Cicirelli (1965Cicirelli ( , 1966, Furnham, Zhang and Chamorro-Premuzic (2006), Jackson (2013), Nami, Marsooli and Ashouri (2014), Sen and Hagtvet (1993), Yeh (2004) 3 Studies that try to isolate predictors of academic success generally use the Grade Point Average (GPA), which is an average score based on dierent school subjects (language, mathematics, literature, chemistry, etc.). "Secondary subjects" such as music, arts or physical education are not included (Laidra, Pullmann and Allik, 2007, Richardson, Abraham and Bond, 2012, Steinmayr and Spinath, 2008.The GPA cannot thus be a total representation of schooling achievement as it excludes some of the teaching.…”

“…Despite criticism of the accuracy and validity of this index (Didier et al (2006), Johnson (2003), it remains the most widely used assessment (Richardson, Abraham and Bond, 2012). 4 We favour test scores over IQ level as they represent the real decisional component of educational choices. In fact, the decision to invest in an additional year of schooling mainly depends on test scores.…”

Analyzing Process of Problem Solving with Group via Statistical Discourse Analysis

“…Research shows that low level relationship between achievement and creativity (Erdoğdu, 2006;Kara, 2011), positive and meaningful relationship (Anwar, Aness, Khizar, Naseer, & Muhammad, 2012;Ayverdi, Asker, Öz Aydın, & Sarıtaş, 2012;Florence, Mark, & Samuel, 2015;Gautam, 2017;Jenaabadi, Shahidi, Elhamifar, & Khademi, 2014;Naderi, Abdullah, Aizan, Sharir, & Kumar, 2010;Nami, Marsooli, & Ashouri, 2014;Niaz, Núñez, & Pineda, 2000), that there is a strong relation (Yeh, 2004), that there is no relation (Balgiu & Adîr, 2013;Olatoye, Akintunde, & Yakasai, 2010;Tatlah, Aslam, Ali, & Iqbal, 2012) and negative and meaningful relationship (Olatoye, Akintunde, & Ogunsanya, 2010). According to Gautam (2017), academic success is positively and significantly related to the different dimensions of creative thinking (flexibility, fluency, originality and total creativity).…”

Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents

“…However, the relationship between these two constructs is complex. Empirical ambiguities regarding the association of creativity and academic achievement vary from r = –.07 (Vijetha & Jangaiah, 2010) to r = .66 (Yeh, 2004; Tan et al, 2013). A meta-analysis of 120 studies conducted by Gajda et al (2017b) reported that there is significant evidence that creativity and academic achievement show a moderate correlation ( r = .22).…”