A Longitudinal Analysis of Relations of Language and Mathematics Achievements with Perceived Creativity in Academically Higher Achieving Students
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| Title: | A Longitudinal Analysis of Relations of Language and Mathematics Achievements with Perceived Creativity in Academically Higher Achieving Students |
|---|---|
| Language: | English |
| Authors: | Kwang Surk Jung (ORCID |
| Source: | Educational Psychology. 2025 45(3):314-338. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Language Usage, Mathematics Achievement, Creativity, High Achievement, Academically Gifted, High School Students, Longitudinal Studies, Foreign Countries, Predictor Variables, Prior Learning, Gifted Education, Language Skills, Korean, Growth Models, Achievement Tests |
| Geographic Terms: | South Korea |
| DOI: | 10.1080/01443410.2025.2475912 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | In this study, longitudinal relations between achieving language and mathematics with perceived creativity and predicting academic achievement in high school among academically higher achieving students (N = 214) are examined. Data from the Korean Educational Longitudinal Study 2013 (Waves 1 [approximately] 7, 2013 [approximately] 2019; KEDI, 2013/2022) is analysed using descriptive statistics and latent growth models. As a result, language and mathematics achievements progress with positive linear tendencies, and parallel relations are at levels of statistical significance. Language achievement in the fifth year of elementary school positively predicts high school language achievement without significant effects. However, mathematics achievement in the fifth year of elementary school positively predicts high school mathematics achievement with significant effects. Based on the results, the identification of academically gifted students and the optimisation of gifted education are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485583 |
| Database: | ERIC |
| Abstract: | In this study, longitudinal relations between achieving language and mathematics with perceived creativity and predicting academic achievement in high school among academically higher achieving students (N = 214) are examined. Data from the Korean Educational Longitudinal Study 2013 (Waves 1 [approximately] 7, 2013 [approximately] 2019; KEDI, 2013/2022) is analysed using descriptive statistics and latent growth models. As a result, language and mathematics achievements progress with positive linear tendencies, and parallel relations are at levels of statistical significance. Language achievement in the fifth year of elementary school positively predicts high school language achievement without significant effects. However, mathematics achievement in the fifth year of elementary school positively predicts high school mathematics achievement with significant effects. Based on the results, the identification of academically gifted students and the optimisation of gifted education are discussed. |
|---|---|
| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2475912 |
