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ERIC Number: EJ1109558
Record Type: Journal
Publication Date: 2016
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0964-5292
EISSN: N/A
An Exploratory Study of Creativity, Personality and Schooling Achievement
Berlin, Noémi; Tavani, Jean-Louis; Beasançon, Maud
Education Economics, v24 n5 p536-556 2016
We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts the grades in most subjects, but graphical integrative thinking is positively correlated with scientific grades. There is no significant correlation with the other measures of creativity, implying a low importance of creativity in school. In line with previous work, we find that conscientiousness and openness are positively associated with grades.
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: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France (Paris)
Grant or Contract Numbers: N/A