The Relationship of Creativity and Instructional Style Preferences to Overachievement and Underachievement in a Sample of Public School Children.

Toth, Linda S.; Baker, Sheldon R.

Notes FAQ Contact Us

Peer reviewed

ERIC Number: EJ418359

Record Type: CIJE

Publication Date: 1990

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0175

EISSN: N/A

The Relationship of Creativity and Instructional Style Preferences to Overachievement and Underachievement in a Sample of Public School Children.

Toth, Linda S.; Baker, Sheldon R.

Journal of Creative Behavior, v24 n3 p190-98 1990

A literature review both affirms and denies a relationship between creativity and public school achievement. A study involving 116 students from grades 6, 8, and 10 found that high levels of creative ability may contribute to a pattern of underachievement by interfering with convergent thinking within the time constraints of a regular classroom session. (JDD)

Descriptors: Academic Achievement, Cognitive Style, Convergent Thinking, Correlation, Creativity, Performance Factors, Secondary Education, Sex Differences, Underachievement

Publication Type: Journal Articles; Information Analyses; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Privacy | Copyright | Contact Us | Selection Policy | API