Specific Domains of Creativity and Their Relationship with Intelligence: A Study in Primary Education

Olivia López-Martínez and Antonio José Lorca Garrido
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Olivia López-Martínez: Department of Evolutionary and Educational Psychology, University of Murcia, 30100 Murcia, Spain
Antonio José Lorca Garrido: Faculty of Education, University of Murcia, 30100 Murcia, Spain

Sustainability, 2021, vol. 13, issue 8, 1-10

Abstract: This study focuses on the relationships between creativity and intelligence. The main objectives of this study are to know the relationship between creativity and intelligence manifested in individuals aged 9 to 12 and to predict the creativity scores from IQ scores. The design of this study is non-experimental with a correlational, cross-sectional, quantitative approach. In order to achieve the stated objectives, several education centres located in Murcia were selected, in which 323 students took part in a creativity test (PIC-N) and a test about intelligence, depending on the educational level (BADYG/E2r or BADYG/E3r). The results obtained were that intelligence (IQ) was related to general creativity and narrative creativity, but not to the specific domain of graphic creativity. In addition, the analyses indicate that scores on general creativity (F (1,321) = 14.302, p < 0.01) and narrative creativity (F (1,321) = 14.114, p < 0.01) can be predicted from the IQ. At the educational level, language is a determining factor in narrative creativity and, in turn, language is consolidated as children’s cognitive development proceeds.

Keywords: general creativity; narrative creativity; graphic creativity; intelligence; primary education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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