Creativity and Academic Achievement: A Meta-Analysis Study Article
Keywords:
Creativity, Academic Achievement, Structure of Intellect Model (SOI), Meta-analysis
Abstract
The ability to think and act creatively is significant for individuals as well as societies. Within the context of education, creativity is considered as one of most the fundamental aspects of cognitive development. In this respect, the purpose of the current study was formed to investigate the impact of creativity on academic achievement. To that goal, a meta-analytic approach was applied in this study with the aim of synthesizing the findings from different research, and studies published in Academic Search Ultimate Database, ERIC and SCOPUS between 2005 and 2022 were included in the analysis. The meta-analysis was confined solely to studies that investigated the relationship between the variables, therefore the correlation coefficient was specified as an indicator to determine the effect size. After reviewing in accordance with the inclusion criteria, 18 relevant papers with a total sample size of 6846 were included in the study. The results revealed that the overall effect size of creativity on academic achievement was .619, which points out the medium effect size. The findings of study and their implications were discussed.
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References
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2. Acar, S., Burnett, C., & Cabra, J. F. (2017). Ingredients of Creativity: Originality and more. Creativity Research Journal, 29(2), 133-144. doi:10.1080/10400419.2017.1302776
3. Ai, X. (1999). Creativity and academic achievement: An investigation of gender differences. Creativity Research Journal, 4, 329-337. http://dx.doi.org/10.1207/s15326934crj1204_11
4. Akers, T. W. (2008). Divergent thinking. In N. J. Salkind (Ed.), Encyclopedia of educational psychology, Los Angeles: Sage Publications
5. Amabile, T. M. (2012). Componential theory of creativity. (Working Paper No. 12-096). Harvard Business School.
6. Amabile, T. M. (1988). A model of creativity and innovation in organizations. In B. M. Staw & L. L. Cummings (Eds.), Research in Organizational Behavior, 10, 123–167. Greenwich, CT: JAI Press.
7. Anwar, M. N., Aness, M., Khizar, A., Naseer, M., Muhammad, G. (2012). Relationship of creative thinking with the academic achievements of secondary school students. International Interdisciplinary Journal of Education, 1(3), 44-47.
8. Arya, M., & Maurya, S. (2016). Relationship between creativity, intelligence and academic achievement among school going children. Studies on Home and Community Science, 10, 1-7. https://doi.org/10.1080/09737189.2016.11885359.
9. Asuk, U. W. (2020). Students’ creativity and their academic performances in science subjects: Implications for educational evaluation. British Journal of Education, 8(10), 1-13.
10. Ayverdi, L., Asker, E., Aydın, S. Ö., & Sarıtaş, T. (2012). Determination of the relationship between elementary students’ scientific creativity and academic achievement in science and technology courses. Elementary Education Online, 11(3), 646-659.
11. Bano, A., Naseer, N., & Zainab. (2014). Creativity and academic performance of primary school children. Pakistan Journal of Social Sciences, 34(2), 597-606.
12. Baran, G., Erdoğan, S., & Çakmak, A. (2011). A Study on the Relationship between Six-Year- Old Children's Creativity and Mathematical Ability. International Education Studies, 4, 105-111.
13. Batey, M., & Furnham, A. (2006). Creativity, intelligence and personality: A critical review of the scattered literature. Genetic, Social and General Psychology Monographs, 132(4), 355-429.
14. Bernabeu-Brotons E., & De la Peña, C. (2021). Creatividad en educación superior: Estudio exploratorio con función ejecutiva y rendimiento académico. Profesorado 25, 313–330. doi: 10.30827/profesorado.v25i3.9546
15. Bolandifar, S., & Noordin, N. (2013). Investigating the Relationship between Creativity and Academic Achievement of Malaysian Undergraduates. Jurnal Teknologi, 65(2), 101-107. doi.org/10.11113/jt.v65.2355
16. Borenstein, M. (2005). Software for publication bias. In H.R. Rothstein, A.J. Sutton and M. Borenstein (Eds.), Publication bias in meta-analysis – prevention, assessment and adjustments, New York: John Wiley & Sons
17. Candrasekaran, S. (2013). Creativity and academic achievement of higher secondary school students in Tamilnadu. International Journal of Humanities and Social Science Invention, 3(8), 32-36.
18. Chamorro-Premuzic, T. (2006). Creativity versus conscientiousness: Which is a better predictor of student performance? Applied Cognitive Psychology, 20(4), 521– 531. doi.org/10.1002/acp.1196
19. Chauhan, S., & Sharma, A. (2017). A study of relationship between creativity and academic achievement among public and private school students in both the gender. International Journal of Science Technology and Management, 6(1), 39-45.
20. Cropley, A. (2006). In praise of convergent thinking. Creativity Research Journal, 18 (3), 391-404
21. De la Peña Álvarez, C. (2019). Importance of creativity and learning in preservice teachers. Electronic Journal of Research in Educational Psychology, 17(48),267–294. doi.org/10.25115/ejrep.v17i48.2246
22. Desmet, O. A., van Weerdenburg, M., Poelman, M., Hoogeveen, L., & Yang, Y. (2021). Validity and utility of the Test of Creative Thinking-Drawing Production for Dutch adolescents. Journal of Advanced Academics, 32(3), 267–290. doi.org/10.1177/1932202X21990099
23. Dinçer, S. (2014). Eğitim bilimlerinde uygulamalı meta-analiz. Pegem Akademi.
24. Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4(3), 147-178.
25. Gajda, A. (2016). The relationship between school achievement and creativity at different educational stages. Thinking Skills and Creativity, 19, 246–259. doi.org/10.1016/j.tsc.2015.12.004
26. Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269– 299. doi.org/10.1037/edu0000133
27. Gajda, A., Beghetto, R. A., & Karwowski, M. (2017b). Exploring creative learning in the classroom: A multi-method approach. Thinking Skills and Creativity, 24, 250–267.
28. Giancola, M., Palmiero, M., & D’Amico, S. (2022). Exploring the interplay between fluid intelligence and creativity: The mediating role of the field-dependent-independent cognitive style. Thinking Skills and Creativity, 45, 101047.
29. Gogoi, B. (2017). Impact of parental involvement on the academic achievement of adolescents of Sonowal Kachari Tribes of Hapjan educational block in Tinsukia District, Assam. International Education and Research Journal (IERJ), 3(6). 116-118
30. Gogoi, B. (2017). Creativity and academic achievement of class IX students in Hapjan educational block in Tinsukia District, Assam. MSSV Journal of Humanities and Social Sciences, 1(2), 11-20.
31. Gogtay, N. J., & Thatte, U. M. (2017). An introduction to meta-analysis. Journal of the Association of Physicians of India, 65, 78 - 85.
32. Gralewski, J., & Karwowski, M. (2012). Creativity and school grades: A case from Poland. Thinking Skills and Creativity, 7(3), 198-208. doi.org/10.1016/j.tsc.2012.03.002
33. Guilford, J. P. (1967). The nature of human intelligence. New York, NY: McGraw-Hill.
34. Hansenne, M., & Legrand, J. (2012) Creativity, emotional intelligence, and school performance in children. International Journal of Educational Research 53, 264–268.
35. Jaberi, A., Mohammadi, F. A., & Afroghe, S. (2014). The interaction between Iranian EFL learners' motivation, creativity and their English achievement scores. Enjoy Teaching Journal (ETJ), 2(1), EFL Special Issue, 2014, 113- 120.
36. Javaid, S. F., & Pandarakalam, J. P. (2021). The association of creativity with divergent and convergent thinking. Psychiatria Danubina, 33(2), 133-139.
37. Karagöl, İ., & Esen, E. (2019). The effect of flipped learning approach on academic achievement: A meta-analysis study. Hacettepe University Journal of Education, 34(3), 708-727. doi.org/10.16986/HUJE.2018046755
38. Karwowski, M., Lebuda, I., Wisniewska, E. (2009). Creative abilities and styles as predictors of school success. Gifted and Talented International, 24(1), 119-127. doi.org/10.1080/15332276.11674866
39. Karwowski, M., & Gralewski, J. (2013). Threshold hypothesis: Fact or artifact? Thinking Skills and Creativity, 8, 25–33. doi.org/10.1016/j.tsc.2012.05.003
40. Kim, J-Y. (2020). A longitudinal study of the relation between creative potential and academic achievement at an engineering university in Korea. Journal of Engineering Education, 109, 704– 722. doi.org/10.1002/jee.20365
41. Lucas, B., Venckutė, M., & Kampylis, P. (2020). Creativity, a transversal skill for lifelong learning: an overview of existing concepts and practices: Final report. In P. Kampylis & R.Cachia (eds.), European Commission, Joint Research Centre, Publications Office. https://data.europa.eu/doi/10.2760/557196
42. Lu, Z., Luo, J., & Yang, H. (2021). Emotions behind divergent thinking. Paper presented at 2021 8th International Conference on Dependable Systems and Their Applications (DSA), Yinchuan, China, 566-571. doi.org/:10.1109/DSA52907.2021.00083.
43. Martin, L., & Wilson, N. (2017). Defining creativity with discovery, creativity. Research Journal, 29(4), 417-425, doi.org./10.1080/10400419.2017.1376543
44. Martindale, C. (1989). Personality, situation, and creativity. In J. A. Glover, R. R. Ronning, & C. R. Reynolds (Eds.), Handbook of creativity (pp. 211–232). Plenum Press.
45. Montgomery, D., Bull, K. S., & Baloche, L. (1993). Characteristics of the creative person. American Behavioral Scientist, 37(1), 68–78.
46. Naderi, H. Abdullah, R., Aizan, H.T., Sharir, J., & Kumar, V. (2010). Relationship between creativity and academic achievement: A study of gender differences. Journal of American Science, 6, 181–190
47. Nami, Y., Marsooli, H., & Ashouri, M. (2014). The relationship between creativity and academic achievement. 4th World Conference on Psychology, Counselling and Guidance WCPCG-2013. Procedia - Social and Behavioral Sciences, 114, 36-39.
48. Olatoye, R., Akintunde, S., & Ogunsanya, E. (2010). Relationship between creativity and academic achievement of business administration students in Southwestern Polytechnics, Nigeria. African Research Review, 4(3), 134-149. doi.org//10.4314/afrrev.v4i3.60164
49. Olatoye, R. A., Akintunde, S. O., & Yakasai, M. I. (2010). Emotional intelligence, creativity and academic achievement of business administration students. Electronic Journal of Research in Educational Psychology, 8(21), 763–786
50. Ospid, M., Raesi, M., & İrani, A. (2020). Investigating the relationship between creativity and personality traits with academic progress of secondary school students in Rudan County. New Approach in Educational Sciences, 2(1), 19-28. doi:10.22034/naes.2020.105930
51. Özaşkın, A. G. & Bacanak, A. (2016). Eğitimde yaratıcılık çalışmaları: Neler biliyoruz? [Researches about creativity in the field of education: What do we know? Eğitim ve Öğretim Araştırmaları Dergisi, 5, Özel Sayı, 212-224.
52. Paek, S. H., Alabbasi, A. M. A., Acar, S., & Runco, M. A. (2021). Is more time better for divergent thinking? A meta-analysis of the time-on-task effect on divergent thinking. Thinking Skills and Creativity, 41, doi.org/100894. 10.1016/j.tsc.2021.100894
53. Pastor, B. L., & David, L. T. (2017). Relationship between creativity, intelligence and academic achievement amongst primary education students. Bulletin of the Transilvania University of Brasov. Series VII, Social Sciences and Law, 10(2), 123-132.
54. Patston, T. (2021). What is creativity in education? https://theeducationhub.org.nz/what-is-creativity-in-education/
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Published
2023-06-19
How to Cite
Akpur, U. (2023). Creativity and Academic Achievement: A Meta-Analysis Study Article. European Scientific Journal, ESJ, 18, 370. Retrieved from https://eujournal.org/index.php/esj/article/view/16869
Section
ESI Preprints
Copyright (c) 2023 Ugur Akpur
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
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