A multivariate study of measures of creativity, achievement, motivation, and intelligence in secondary school students

Abstract

Tests of Cattell's fluid and crystallized intelligence, ergs and sentiments, as well as Torrance's tests of creative thinking, were administered to 163 ninth grade students. Results support the distinction between fluid and crystallized intelligence, but they indicate that the distinction between ergs and sentiments may be more conceptual than empirical. Multivariate analyses of these results and achievement data substantiate the importance of institutionally learned intellectual skills in both achievement and creativity.