Cognitive and Trait Creativity in Relation with Academic Achievement

Kaboodi, Mahnaz; Jiar, Yeo Kee

doi:10.7763/ijssh.2012.v2.132

Cited by 7 publications

(6 citation statements)

References 15 publications

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“…Creativity is often studied as a predictor of academic achievement [26][27][28][29][30]. However, some authors believe that creativity has been under-researched and somewhat ignored in the field of second or foreign language learning [31,32].…”

Section: Introductionmentioning

confidence: 99%

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Novikova

Berisha

Novikov

et al. 2020

Behavioral Sciences

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Foreign (second) language (FL/SL) proficiency is one of the most important competencies for a modern person, and is necessary for both professional and personal fulfillment. The purpose of this study is to consider and compare personality traits and creativity as predictors of success in foreign language acquisition (FLA). The sample includes 128 (105 female and 23 male) first- and second-year university linguistics students. Creativity is measured by the Abbreviated Torrance Test for Adults (ATTA). The FFM personality traits are measured by the Russian NEO Five-Factor Inventory adaptation by S. Biryukov and M. Bodunov. To assess the level of FL proficiency, we used a traditional academic achievement indicator (the semester’s final grades in English), as well as the English teachers’ assessment of the level of language proficiency of their students according to the “Foreign Language Proficiency Scale” (10 indicators and total score). Descriptive statistics methods and a multiple regression analysis were used to process the data in the R software environment, version 3.5.2. The findings of our research showed that creativity indicators have a stronger but contradictory impact on the level of FL proficiency compared to personality traits. We suggest that teachers, most likely, lack knowledge on the manifestations of student creativity in the process of FL learning.

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Section: Introductionmentioning

confidence: 99%

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Novikova

Berisha

Novikov

et al. 2020

Behavioral Sciences

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“…Dental students' clinical performance has been demonstrated to be significantly lower when compared to their pre-clinical performance Velayo et al [11]. Total cognitive creativity has been linked with academic achievement Kaboodi and Jiar [12] and Atkinson [13]. On the contrary, a negative correlation between creativity and academic achievement has been found where anomaly in the school curriculum or possibly an anomaly with the method of course delivery exist Olatoye et al [14].…”

Section: Statement Of the Problemmentioning

confidence: 99%

Creativity in Relation to Academic and Clinical Performance of Dentistry Students

Chifamba

Wijaya

2020

AJESS

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Aims: This study sought to identify the level of creativity of dentistry students, to determine if there is a relationship between creativity and academic performance of dentistry students, and to determine if there is a relationship between creativity and clinical performance of dentistry students. Study Design: Descriptive-Correlation Cross-sectional Study. Place and Duration of Study: Adventist University of the Philippines College of Dentistry, between May 2015 and April 2016. Methodology: Questionnaires were used to measure the level of creativity of Dentistry students from the Adventist University of the Philippines then correlations were done with academic and clinical performance. Participation was voluntary and we included 50 of the 63 students enrolled int the clinical phase of the dentistry program. Results: There was no significant relationship found at the 0.05 level (2-tailed) between both Big C and small C creativity and academic performance of all clinicians with pearson correlation coefficients of -0.053 and -0.003 respectively. There was no significant relationship found at the 0.05 level (2-tailed) between the Big C and the small C creativity and clinical performance of all clinicians, with Pearson correlation coefficients of -0.192 and -0.042 respectively. Conclusion: The findings reveal that the creativity of dentistry students is below average. They also suggest that both Big C and small C creativity are not significantly relatedto academic or clinical success in dental school. The researchers recommend further study with modified methodology.

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“…Third, many have concerns on the interrelationships between fluency and intellectual ability, especially regarding school achievement (Jauk, Bebedek, Dunst, & Neubauer, 2013). Some studies (e.g., Asha, 1980;Bolandifa & Noordin, 2013;Kaboodi & Jiar, 2012;Powers & Kaufman, 2004) argued that interrelationships exist between fluency and school achievement, while others assert that there is either no relationship (e.g., Olatoye, Akintunde, & Yakasi, 2010;Palaniappan, 2007) or very little relationship (e.g., Sen & Hagtvet, 1993). If an interrelationship does indeed exist between fluency and school achievement, then it can be deduced that improvement of fluency can be expected from the development of academic ability or vice versa.…”

Section: Changes In the Number Of Ideas Depending On Time When Conducting Scientific Creativity Activitiesmentioning

confidence: 99%

Changes in the Number of Ideas Depending on Time When Conducting Scientific Creativity Activities

Kang¹,

Park

2015

JBSE

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Teaching creativity is one of the major goals of science class. This study examined how much time is necessary to conduct a scientific creativity task requiring fluency in middle schools. To accomplish this, 76 and 45 scientifically gifted and ordinary students respectively generated as many ideas as possible for the creativity task. The results revealed that ordinary students spent, on average, approximately 20 minutes to generate 3.49 ideas per student. However, gifted students concentrated on the task for a longer time (roughly 60 minutes), and consequently generated greater (11.53) and more elaborate ideas. In comparing the ordinary students’ fluency with their school science scores, no relationship was found between them. This indicates that only teaching science cannot guarantee the development of creativity. Therefore, it is concluded that teaching fluency in middle schools is necessary and can possibly encourage creativity, provided that teachers can secure a minimal amount of time required to do so. Finally, the limitations of this study and further studies are discussed. Key words: fluency, gifted education, scientific creativity, teaching creativity.

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Cognitive and Trait Creativity in Relation with Academic Achievement

Cited by 7 publications

References 15 publications

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Creativity in Relation to Academic and Clinical Performance of Dentistry Students

Changes in the Number of Ideas Depending on Time When Conducting Scientific Creativity Activities

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