NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1088895
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: 69
ISBN: N/A
ISSN: ISSN-1040-0419
The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics
Erbas, Ayhan Kursat; Bas, Selda
Creativity Research Journal, v27 n4 p299-307 2015
The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and consciousness were significantly correlated with creative ability in mathematics, extraversion, agreeableness, and neuroticism were not correlated with the creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Ankara); Turkey (Istanbul)
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire