An Exploratory Study of Creativity, Personality and Schooling Achievement

Noémi Berlin, Jean-Louis Tavani () and Maud Beasançon ()
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Jean-Louis Tavani: UP8 - Université Paris 8 Vincennes-Saint-Denis
Maud Beasançon: UPN - Université Paris Nanterre

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Abstract: In this paper, we investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Schooling achievement was measured by the test scores obtained by pupils in different subjects. We find that verbal divergent thinking, which is a subtype of creativity, negatively predicts the grades in most subjects, but that graphical integrative thinking is positively correlated with scientific grades.There is no significant correlation with the other measures of creativity, implying a low importance of creativity in school. In line with previous work, we find that conscientiousness and openness are positively associated with grades. Girls have higher grades than boys but do not have a higher probability of passing a national exam.

Keywords: Schooling achievement; creativity; personality traits; eld data (search for similar items in EconPapers)
Date: 2015-11-11
New Economics Papers: this item is included in nep-cbe, nep-edu, nep-exp and nep-neu
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Working Paper: An Exploratory Study on Creativity, Personality and Schooling Achievement (2016)
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