The One‐Way Relation Between Creative Potential and IQ*

Guilford, J. P.; Christensen, P. R.

doi:10.1002/j.2162-6057.1973.tb01096.x

Cited by 116 publications

(87 citation statements)

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“…is there a relationship between creativity and academic achievement of second period students in Nikshahr?, the results indicated that there was a significant relationship between creativity and academic achievement of students at the 95 percent significance level. These findings are in line with the results of Guilford and Chiristensen [12] and Hassanzadeh and Imanfar [14]. The latter aimed to examine the relationship of creativity and self-esteem with academic achievement in teenagers and young adults using a correlational method.…”

Section: Discussionsupporting

confidence: 87%

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Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

Jenaabadi¹,

Shahidi²,

Elhamifar³

et al. 2015

WJNS

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The present study aimed to examine the relationship of emotional intelligence and creativity with academic achievement of second period high school students in Nikshahr. This was a descriptive-correlational study. The population of the current study included all second period high school students in the academic year of 2013-2014. The statistical sample was selected using simple random sampling method. To collect data, Mayer Salovey Caruso Emotional Intelligence Test (1995) as well as Creativity Questionnaire (Sultani) and to compare students' academic achievements, their GPAs in the academic year of 2013-2014 were used. Obtained data were analyzed using both descriptive (frequency table, frequency, and charts) and inferential statistics (independent t-test and Pearson correlation coefficient). The results indicated that emotional intelligence and academic achievement were significantly correlated. Moreover, there was a significant and positive relationship between creativity and academic achievement. Additionally, no significant difference was found between males and females considering their academic achievement.

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Section: Discussionsupporting

confidence: 87%

“…Guilford and Chiristensen [12] studied the relationship between emotional intelligence and academic achievement and demonstrated that there was a strong correlation between intelligence and creativity; however, this correlation was not observed when the IQ was higher than 120.…”

Section: Research Backgroundmentioning

confidence: 99%

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

Jenaabadi¹,

Shahidi²,

Elhamifar³

et al. 2015

WJNS

View full text Add to dashboard Cite

show abstract

“…Os questionamentos referem-se à dimensionalidade destes construtos (Guilford & Christensen, 1973;Puccio & Murdock, 1999), analisando se estes seriam sinônimos ou conceitos sobrepostos, existindo um limiar no qual poderia ser esperada uma alta relação entre ambos. McKinnon (1978), por exemplo, ao comparar arquitetos e pesquisadores criativos, observou que, embora 98% tivessem um Coeficiente de Inteligência (QI) superior a 120 em testes de inteligência, eles não necessariamente alcançavam pontuação alta em testes de criatividade.…”

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Criatividade e inteligência: analisando semelhanças e discrepâncias no desenvolvimento

Wechsler

Nunes

Schelini

et al. 2010

Estud. psicol. (Natal)

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ResumoAs semelhanças e discrepâncias entre inteligência e criatividade foram investigadas, assim como os possíveis impactos de gênero e série educacional sobre o seu desenvolvimento. A amostra foi composta por 172 estudantes (91 mulheres, 81 homens), com idades variando dos 7 aos 17 anos. A avaliação da inteligência foi feita por meio da versão brasileira da Bateria Woodcock-Johnson III enquanto que criatividade foi avaliada pelos Testes de Pensamento Criativo de Torrance. Os resultados obtidos pelas MANOVA e ANOVA demonstraram efeitos significativos de série escolar para inteligência e criatividade figural, e de sexo para criatividade verbal. Não houve correlações significativas entre inteligência e criatividade, de acordo com as medianas nos testes de inteligência. A análise fatorial rotação Varimax apontou distinção entre inteligência, criatividade verbal e figurativa, indicando a independência entre estes construtos.Palavras-chave: avaliação; testes; criatividade; inteligência; desenvolvimento cognitivo. AbstractCreativity and intelligence: analyzing developmental similarities and discrepancies. The similarities and discrepancies between intelligence and creativity were investigated as well as the impact of gender and educational level upon their development. The sample was composed of 172 students (91 women, 81 man), ages ranging from 7-17 years old. Intelligence was assessed through the Brazilian version of the WoodcockJohnson III tests, whereas creativity was evaluated through the Torrance tests of creativity. Results analyzed by MANOVA and ANOVA indicated significant effects of educational grade upon intelligence and creativity, and sex effects only on verbal creativity. No significant correlations were found between intelligence and creativity according to median results on intelligence tests. Factor analysis demonstrated the distinction among intelligence, verbal and figural creativity. On conclusion, creativity and intelligence were found as being independent constructs.

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“…Os questionamentos sobre as possíveis relações entre inteligência e criatividade existem há vários anos (Guilford & Christensen, 1973;Puccio & Murdock, 1999), visando analisar se estes conceitos seriam independentes ou construtos sobrepostos, havendo, portanto, um limiar no qual poderia ser esperada uma alta relação entre ambos. Neste estudo foi demonstrado que a criatividade (verbal e fi gural) e a inteligência estão relacionadas considerando todos os participantes deste estudo.…”

Section: Discussionunclassified

Inteligência e criatividade na maturidade e velhice

Souza¹,

Wechsler²

2013

Psicol. Reflex. Crit.

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ResumoEste estudo se propôs a comparar as habilidades intelectuais e criativas entre pessoas na meia idade e idosos. AbstractThis study aimed to compare intellectual and creative skills of middle-aged and elderly individuals. Eighty one people (61.73% from 45 to 59 years old and 38.27% over 60) participated in the survey. The tests "Intellectual Abilities for Adults" and "Thinking Creatively with Words and Pictures" were used for data collection and were individually administered. The results demonstrated that verbal, visual processing and creativity tests were signifi cantly infl uenced by the educational level. Memory tests were also under signifi cant infl uence of schooling and showed greater decrease at older ages. Intelligence and creativity were signifi cantly correlated. In conclusion, schooling is a signifi cant factor affecting cognitive and creative performance in the middle and old age stages.

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The One‐Way Relation Between Creative Potential and IQ*

Cited by 116 publications

References 0 publications

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

Examine the Relationship of Emotional Intelligence and Creativity with Academic Achievement of Second Period High School Students

Criatividade e inteligência: analisando semelhanças e discrepâncias no desenvolvimento

Inteligência e criatividade na maturidade e velhice

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