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ERIC Number: EJ894235
Record Type: Journal
Publication Date: 2008
Pages: 25
Abstractor: As Provided
Reference Count: 144
ISSN: ISSN-0022-0175
Meta-Analyses of the Relationship of Creative Achievement to both IQ and Divergent Thinking Test Scores
Kim, Kyung Hee
Journal of Creative Behavior, v42 n2 p106-130 2008
There is disagreement among researchers about whether IQ tests or divergent thinking (DT) tests are better predictors of creative achievement. Resolving this dispute is complicated by the fact that some research has shown a relationship between IQ and DT test scores (e.g., Runco & Albert, 1986; Wallach, 1970). The present study conducted meta-analyses of the relationships between creative achievement and both IQ and DT test scores. The analyses included 17 studies (with 5,544 participants) that established the correlation coefficients between IQ and creative achievement and 27 studies (with 47,197 participants) that established the correlation coefficients between DT test scores and creative achievement. Marginal, but statistically significant, Fisher's Z-transformed correlation coefficients were revealed. The analysis found a significantly higher relationship between DT test scores and creative achievement (r = 0.216) than between IQ test scores and creative achievement (r = 0.167). The differences in the correlation coefficients were explained by differences in DT tests, creative achievement types, predicted time periods, and creativity subscales. The significant independent moderator effect for different DT tests indicates that the Torrance Tests of Creative Thinking (TTCT) predict creative achievement better than any other DT test included in this study. Among the creative achievement types, music is predicted the best by IQ and all others are predicted best by DT tests. Among the time periods evaluated, the relationship between DT test scores and creative achievement had the highest correlation at the period of 11-15 years. (Contains 2 figures, 7 tables and 2 footnotes.)
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A