Gender Differences in the Creativity–Academic Achievement Relationship: A Study from China

Abstract

This study investigated gender differences in the relationship between creativity and academic achievement. A sample of 1082 primary students participated in this study in Beijing, China. Their age ranged between 8 and 15 years old (M = 10.41, SD = 0.99). Students’ creativity was measured by the Chinese version of the Torrance Test of Creative Thinking Figural Form A, and academic achievement was based on students’ self‐reported grades of last semester. Results revealed that there was a significantly positive relationship between creativity and academic achievement, ranging from r = .07 to r = .21. Gender differences regarding which aspects of creativity were related to academic achievement were also found. Plausible explanations and implications of the findings in creativity research and education are discussed.

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

“…Karwowski et al (2020) reported that creativity is a strong predictor of math achievement when solving basic tasks but a constantly significant predictor of language tasks at any complexity level. This finding coincides slightly with Zhang et al (2018), who found that the correlation between creativity and achievement is stronger for language tasks than math tasks. Zhang et al (2018) hypothesized that the open-ended tasks in language classes could explain this difference.…”

“…This finding coincides slightly with Zhang et al (2018), who found that the correlation between creativity and achievement is stronger for language tasks than math tasks. Zhang et al (2018) hypothesized that the open-ended tasks in language classes could explain this difference. Furthermore, Kim (2008) asserted that the relationship between academic achievement and creativity is weaker for higher creativity scores, especially when creativity is related to underachievement.…”

“…They found that a one-unit increase in GPA was associated with a .203 decrease in creativity as measured by the Berlin Structure of Intelligence Test for Youth: Assessment of Talent and Giftedness . Zhang et al (2018) found that in upper primary students, the relationship between creativity (as measured by the Chinese version of Torrance Test of Creative Thinking [TTCT] Figural Form A ) and self-reported school grades ranged between r = .07 and r = .21, indicating small associations. Thus, there is still a great deal of uncertainty regarding the relationship between creativity and academic achievement.…”

The Promotion of Creativity of Vocational College Students: The Role of Parent-Child Relationship, Emotional Intelligence, and Grit

“…All predictive variables were normalized in each equation ( Garmezy et al, 1984 ). In addition, previous studies have shown that gender, age are important factors that influence volunteering behavior ( Warren et al, 2018 ; Zhang W. J. et al, 2018 ), therefore, the present study viewed gender and age were used as control variables.…”

Relationship between Creative Thinking and Students Academic Performance in English Language and Mathematics: The Moderating Role of Gender

“…With respect to observed variable like gender moderating the relationship between creative thinking and academic performance, least is known as research works focused on other psychological variables different from those under investigation. For instance, studies such as Semordzi, Odame-Mensah, Hammond and Amoako [39], Zhang, Ren and Deng [40] and Ye, Posada, and Liu [41] used gender as moderator in relationship studies pairing personality traits against career choices and academic stress, gender difference in creativity and academic performance and academic self-efficacy. In terms of the Aboom Circuit located in the Cape Coast Metropolis, it is widely agreed that students' performance is usually appreciable for instance 50.21% of candidates who sat the BECE in 2015 passed their core subjects(English Language and Mathematics) (WAEC Chief Examiner's report as cited in [42]).…”