An exploratory study of creativity, personality and schooling achievement

Noémi Berlin, Jean-Louis Tavani and Maud Beasançon

Education Economics, 2016, vol. 24, issue 5, 536-556

Abstract: 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. Verbal divergent thinking negatively predicts the grades in most subjects, but 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.

Date: 2016
References: View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2015.1117580 (text/html)
Access to full text is restricted to subscribers.

Related works:
Working Paper: An Exploratory Study on Creativity, Personality and Schooling Achievement (2016)
Working Paper: An Exploratory Study of Creativity, Personality and Schooling Achievement (2015)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:24:y:2016:i:5:p:536-556

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2015.1117580

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().