Creativity predicts standardized educational outcomes beyond GPA and personality
Year: 2024
Type: article
Abstract: Despite popular stereotypes about schools killing creativity, most scholarship on academic achievement and creativity shows a positive relationship. The present study is an extension and conceptual replication of Kaufman et al. (2023) using the Australian National Assessment Program - Literacy and Numeracy (NAPLAN), including literacy and numeracy scores from Australian student participants ( Ns = 212 to 637, across analyzes). Using hierarchical regressions, we examined whether GPA, personality, self-reported creativity, intellectual risk-taking (IRT), divergent thinking flexibility, and verbal/math creativity predicted NAPLAN literacy/numeracy standardized scores. The addition of creativity-related variables (higher flexibility) explained an additional 7.5 % variance in NAPLAN literacy scores above GPA and personality, whereas an additional 9.2 % of variance was explained in NAPLAN numeracy scores by creativity-related variables (lower IRT but higher math creativity). These findings support the notion that performance on standardized educational tests is benefitted by student creativity; suggestions for future research with different standardized tests and creativity assessments, across cultures, are provided.
Source: Thinking Skills and Creativity
Authors: Hansika Kapoor, Tim Patston, David H. Cropley, Sarah Rezaei, James C. Kaufman
Institutions: University of Connecticut, University of South Australia
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,420
OpenAlex ID: W4405884550