Creativity and perceived multiple intelligences as predictors of scholastic aptitude in primary education.
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| Title: | Creativity and perceived multiple intelligences as predictors of scholastic aptitude in primary education. |
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| Authors: | Fernández, Estrella1 fernandezestrella@uniovi.es, García, Trinidad1, Gómez, Cristina1, Areces, Débora1, Rodríguez, Celestino1 |
| Source: | Electronic Journal of Research in Educational Psychology. 2019, Vol. 17 Issue 49, p589-608. 20p. |
| Subject Terms: | *Multiple intelligences, *Ability, *Primary education, *SAT (Educational test), *Creative ability |
| Geographic Terms: | Spain |
| Abstract (English): | Introduction. Further inquiry into constructs such as creativity, intelligence and scholastic abilities, and understanding how they relate to each other, can promote better understanding of the variables involved in academic achievement. Consequently, the objective of the present study was to examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) in scholastic aptitudes related to academic achievement in primary education. Method. For this purpose, 98 third- and sixth-graders from several schools of the north of Spain completed different tests: an objective test of creative intelligence (CREA), a scholastic aptitude test (TEA1) and a self-report questionnaire on their perceived multiple intelligences. In addition, parents and teachers also completed a questionnaire on the multiple intelligences of the participating students. Results. The results of the linear regression showed that students' creative intelligence predicted students' non-verbal scholastic aptitudes in part, and that naturalistic, linguistic and logical-mathematical intelligences showed some predictive ability of students' general scholastic ability, and of verbal and non-verbal components in particular. Discussion and conclusions. Creativity and some multiple intelligences were predictive of scholastic aptitudes, but not in the same way, and without generalized agreement among the informants. Teachers were taken to be the group that most accurately assessed levels of multiple intelligences that were predictive in this study. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción: La profundización en constructos como creatividad, inteligencia y aptitudes escolares, y comprender cómo se relacionan entre ellos, puede favorecer un mejor entendimiento de las variables implicadas en el rendimiento académico. Por tanto, el objetivo del presente estudio ha sido examinar el valor predictivo de la creatividad y las inteligencias múltiples (auto-percibidas, percibidas por familias y por profesorado) sobre las aptitudes escolares relacionadas con el rendimiento académico en Educación Primaria. Método: Para ello, 98 estudiantes de 3er y 6° curso de varios centros educativos del norte de España cumplimentaron diferentes pruebas: una prueba objetiva de evaluación de inteligencia creativa (CREA), un Test de Aptitudes Escolares (TEA1) y un cuestionario de autoinforme sobre sus inteligencias múltiples percibidas. Así mismo, padres y profesores también cumplimentaron el cuestionario sobre las inteligencias múltiples del alumnado participante. Resultados: Los resultados de la regresión lineal mostraron que la inteligencia creativa de los estudiantes predice, en parte, las aptitudes escolares no verbales de los alumnos y que la inteligencia naturalista y las inteligencias lingüística y lógico-matemática muestran cierta capacidad predictiva sobre las aptitudes escolares de los alumnos, en general, y sobre los componentes verbal y no verbal, en particular. Discusión o conclusión: Se observa cierta capacidad predictiva de la creatividad y de algunas inteligencias multiples sobre las aptitudes escolares, pero no de la misma forma y sin acuerdo generalizado entre informantes, entendiendo que el profesorado es el colectivo que muestra mayor precisión para valorar el nivel de las inteligencias múltiples que han resultado predictoras en este estudio. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 150097023 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Creativity and perceived multiple intelligences as predictors of scholastic aptitude in primary education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fernández%2C+Estrella%22">Fernández, Estrella</searchLink><relatesTo>1</relatesTo><i> fernandezestrella@uniovi.es</i><br /><searchLink fieldCode="AR" term="%22García%2C+Trinidad%22">García, Trinidad</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Gómez%2C+Cristina%22">Gómez, Cristina</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Areces%2C+Débora%22">Areces, Débora</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rodríguez%2C+Celestino%22">Rodríguez, Celestino</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. 2019, Vol. 17 Issue 49, p589-608. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Multiple+intelligences%22">Multiple intelligences</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability%22">Ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Primary+education%22">Primary education</searchLink><br />*<searchLink fieldCode="DE" term="%22SAT+%28Educational+test%29%22">SAT (Educational test)</searchLink><br />*<searchLink fieldCode="DE" term="%22Creative+ability%22">Creative ability</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction. Further inquiry into constructs such as creativity, intelligence and scholastic abilities, and understanding how they relate to each other, can promote better understanding of the variables involved in academic achievement. Consequently, the objective of the present study was to examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) in scholastic aptitudes related to academic achievement in primary education. Method. For this purpose, 98 third- and sixth-graders from several schools of the north of Spain completed different tests: an objective test of creative intelligence (CREA), a scholastic aptitude test (TEA1) and a self-report questionnaire on their perceived multiple intelligences. In addition, parents and teachers also completed a questionnaire on the multiple intelligences of the participating students. Results. The results of the linear regression showed that students' creative intelligence predicted students' non-verbal scholastic aptitudes in part, and that naturalistic, linguistic and logical-mathematical intelligences showed some predictive ability of students' general scholastic ability, and of verbal and non-verbal components in particular. Discussion and conclusions. Creativity and some multiple intelligences were predictive of scholastic aptitudes, but not in the same way, and without generalized agreement among the informants. Teachers were taken to be the group that most accurately assessed levels of multiple intelligences that were predictive in this study. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción: La profundización en constructos como creatividad, inteligencia y aptitudes escolares, y comprender cómo se relacionan entre ellos, puede favorecer un mejor entendimiento de las variables implicadas en el rendimiento académico. Por tanto, el objetivo del presente estudio ha sido examinar el valor predictivo de la creatividad y las inteligencias múltiples (auto-percibidas, percibidas por familias y por profesorado) sobre las aptitudes escolares relacionadas con el rendimiento académico en Educación Primaria. Método: Para ello, 98 estudiantes de 3er y 6° curso de varios centros educativos del norte de España cumplimentaron diferentes pruebas: una prueba objetiva de evaluación de inteligencia creativa (CREA), un Test de Aptitudes Escolares (TEA1) y un cuestionario de autoinforme sobre sus inteligencias múltiples percibidas. Así mismo, padres y profesores también cumplimentaron el cuestionario sobre las inteligencias múltiples del alumnado participante. Resultados: Los resultados de la regresión lineal mostraron que la inteligencia creativa de los estudiantes predice, en parte, las aptitudes escolares no verbales de los alumnos y que la inteligencia naturalista y las inteligencias lingüística y lógico-matemática muestran cierta capacidad predictiva sobre las aptitudes escolares de los alumnos, en general, y sobre los componentes verbal y no verbal, en particular. Discusión o conclusión: Se observa cierta capacidad predictiva de la creatividad y de algunas inteligencias multiples sobre las aptitudes escolares, pero no de la misma forma y sin acuerdo generalizado entre informantes, entendiendo que el profesorado es el colectivo que muestra mayor precisión para valorar el nivel de las inteligencias múltiples que han resultado predictoras en este estudio. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 589 Subjects: – SubjectFull: Multiple intelligences Type: general – SubjectFull: Ability Type: general – SubjectFull: Primary education Type: general – SubjectFull: SAT (Educational test) Type: general – SubjectFull: Creative ability Type: general – SubjectFull: Spain Type: general Titles: – TitleFull: Creativity and perceived multiple intelligences as predictors of scholastic aptitude in primary education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fernández, Estrella – PersonEntity: Name: NameFull: García, Trinidad – PersonEntity: Name: NameFull: Gómez, Cristina – PersonEntity: Name: NameFull: Areces, Débora – PersonEntity: Name: NameFull: Rodríguez, Celestino IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2019 Type: published Y: 2019 Identifiers: – Type: issn-print Value: 16962095 Numbering: – Type: volume Value: 17 – Type: issue Value: 49 Titles: – TitleFull: Electronic Journal of Research in Educational Psychology Type: main |
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