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3.5.5 The relationships between achievement factors and creativity: Why they are different and how they can be explained

The purpose of this study was to examine the relationships between academic achievement factors and creativity. This study compares how academic achievement factors predict creativity differently according to different forms of creative outcomes and gender. Participants were 295 college students in Korea. Measures of academic achievement factors included higher-order thinking, metacognition, self-efficacy, and self-determination as predictors of different creative outcomes (divergent thinking, creative problem-solving, and creative personality). Results showed that higher-order thinking and gender significantly predicted divergent thinking. In contrast, higher-order thinking and metacognition significantly predicted creative problem-solving. For creative personality, high-order thinking and self-efficacy were significant predictors.

Author(s):

Donggun An
bonnet413@naver.com
Seoul National University
South Korea

Donggun An earned her Ph.D. in educational psychology from the University of Georgia. She is currently a researcher in Education Research Institute at Seoul National University in Korea. She was a post-doctoral researcher in the Center for Learning Science and Creative Talent Development at Seoul National University. She is recipient of the Owen Scott Scholars Award from the University of Georgia and an American Association of University Women Fellowship.