TY - JOUR

T1 - Creativity in the classroom

T2 - A multilevel analysis investigating the impact of creativity and reasoning ability on GPA

AU - Freund, Philipp Alexander

AU - Holling, Heinz

N1 - DOI fehlerhaft

PY - 2008/7

Y1 - 2008/7

N2 - Compared to other psychological constructs, such as intelligence, creativity usually is a less valid predictor for scholastic achievement. The majority of the studies from which these results are derived apply Ordinary Least Squares (OLS) methods that assume random sampling of respondents and, hence, do not take into account the possibility of between-classroom variance that is due to clustered data structures. In this study, data from the standardization sample of the Berlin Structure of Intelligence Test for Youth: Assessment of Talent and Giftedness (BIS-HB) were analyzed using multilevel modelling techniques. To test the hypothesis that the impact of creativity on GPA may vary between different classrooms, a multilevel model incorporating explanatory variables on two levels (level 1: students and level 2: classrooms) was specified. The role of reasoning ability was also investigated. The results allow for a more detailed interpretation of the role of different variables in the context of predicting scholastic achievement. More specifically, it could be shown that especially the predictive power of creativity changes across classrooms, indicating that some teachers value creativity in their students more than others

AB - Compared to other psychological constructs, such as intelligence, creativity usually is a less valid predictor for scholastic achievement. The majority of the studies from which these results are derived apply Ordinary Least Squares (OLS) methods that assume random sampling of respondents and, hence, do not take into account the possibility of between-classroom variance that is due to clustered data structures. In this study, data from the standardization sample of the Berlin Structure of Intelligence Test for Youth: Assessment of Talent and Giftedness (BIS-HB) were analyzed using multilevel modelling techniques. To test the hypothesis that the impact of creativity on GPA may vary between different classrooms, a multilevel model incorporating explanatory variables on two levels (level 1: students and level 2: classrooms) was specified. The role of reasoning ability was also investigated. The results allow for a more detailed interpretation of the role of different variables in the context of predicting scholastic achievement. More specifically, it could be shown that especially the predictive power of creativity changes across classrooms, indicating that some teachers value creativity in their students more than others

KW - Psychology

UR - http://www.scopus.com/inward/record.url?scp=49449094869&partnerID=8YFLogxK

U2 - 10.1080/10400410802278776

DO - 10.1080/10400410802278776

M3 - Journal articles

VL - 20

SP - 309

EP - 318

JO - Creativity Research Journal

JF - Creativity Research Journal

SN - 1040-0419

IS - 3

ER -