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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 0000-0002-9968-4398)
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
FullText Text:
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  Data: A Longitudinal Analysis of Relations of Language and Mathematics Achievements with Perceived Creativity in Academically Higher Achieving Students
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  Data: <searchLink fieldCode="AR" term="%22Kwang+Surk+Jung%22">Kwang Surk Jung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9968-4398">0000-0002-9968-4398</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Educational+Psychology%22"><i>Educational Psychology</i></searchLink>. 2025 45(3):314-338.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22High+Achievement%22">High Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Academically+Gifted%22">Academically Gifted</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+Education%22">Gifted Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Korean%22">Korean</searchLink><br /><searchLink fieldCode="DE" term="%22Growth+Models%22">Growth Models</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22South+Korea%22">South Korea</searchLink>
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  Data: 10.1080/01443410.2025.2475912
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  Data: 0144-3410<br />1469-5820
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2025
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        Value: 10.1080/01443410.2025.2475912
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 314
    Subjects:
      – SubjectFull: Language Usage
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Creativity
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      – SubjectFull: High Achievement
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      – SubjectFull: Academically Gifted
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      – SubjectFull: High School Students
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Prior Learning
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      – SubjectFull: Gifted Education
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      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Korean
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      – SubjectFull: Growth Models
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      – SubjectFull: Achievement Tests
        Type: general
      – SubjectFull: South Korea
        Type: general
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      – TitleFull: A Longitudinal Analysis of Relations of Language and Mathematics Achievements with Perceived Creativity in Academically Higher Achieving Students
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