Form of the relationship between creativity, IQ, and academic achievement

Abstract

Representing an investigation of hypotheses concerning: (1) interaction between creativity and IQ as they affect achievement, and (2) IQ thresholds where creativity begins to affect achievement and where IQ itself has no further effect, the study involved 609 6th-grade pupils (IQ range 70-162), using a factorial design with 8 levels of IQ (CTMM) and 3 levels of creativity (Minnesota Tests of Creative Thinking). Measures of achievement were the Gates Basic Reading Tests and the California Tests of Arithmetic and Language. 12 combinations of creativity and achievement measures were used for separate analyses of variance. At the .05 level, results generally implied additivity and linearity instead of interaction and thresholds. The relationship between creativity and achievement was weaker than some previous studies suggested and varied with the measures used. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1965 American Psychological Association.