The Relationship between Academic Grades and Divergent Thinking Scores Derived from Four Different Methods of Testing

Feldhusen, John F.; Treffinger, Donald J.; Mondfrans, Adrian P. Van; Ferris, Donald R.

doi:10.1080/00220973.1971.11011301

Cited by 12 publications

(6 citation statements)

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“…Divergent thinkers tend to have better academic achievement than do convergent ones (e.g., Bennett, 1973;Eastwood, 1965;Feldhusen et al, 1971;Olive, 1972b). However, the relationship between divergent thinking and general intelligence is relatively weak (e.g., Mehdi, 1974;Olive, 1972b).…”

Section: Divergent-convergent Thinking and Its Measurementmentioning

confidence: 95%

A Threefold Model of Intellectual Styles

2005

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The field of styles presents three major controversial issues: styles as valueladen versus value-free, styles as traits versus states, and styles as different constructs versus similar constructs with different labels. We address these issues by proposing an integrative model of styles-the Threefold Model of Intellectual Styles-which divides all styles into three basic kinds. The foundation of this model is Sternberg and Zhang's body of empirical investigations into the thinking styles proposed in the theory of mental self-government. The model also draws upon others' previous empirical findings in the literature.The model argues that most styles are value-laden rather than value-free; that they have both trait-like and state-like aspects, but for the most part are modifiable and hence more state-like; and that they overlap highly across theories.

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Section: Divergent-convergent Thinking and Its Measurementmentioning

confidence: 95%

A Threefold Model of Intellectual Styles

2005

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“…This suggests there may be a positive link between creativity and school achievement. Effective use of divergent thinking should go hand in hand with school achievement (Feldhusen, Treffinger, & Elias, 2006;Feldhusen, Treffinger, Mondfrans, & Ferris, 1971). …”

mentioning

confidence: 99%

The relationship between school achievement and creativity at different educational stages

Gajda

2016

Thinking Skills and Creativity

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“…Evidence for the creative nature of the gifted can be found in the fact that the gifted often outperform their non-gifted peers on measures of creativity, scoring in the upper bounds on standard creativity measures and tasks (Feldhusen, Treffinger, Van Mondfrans, & Ferris, 1971;Mumford, Baughman, Costanza, Uhlman, & Connelly, 1993;Plucker & Renzulli, 1999;Runco, 1986Runco, ,1987Runco, , 1993Ward, Saunders, & Dodds, 1999). However, while superior performance on creativity measures does indicate that there is some relationship between creative or generative thought processes and giftedness, it does not clarify the nature of that relationship.…”

mentioning

confidence: 84%