The role of creative minds (creativity) in the process of academic achievement

Samira Molaei, Ali Akbar SheikhiFini, Mohammad Noor Rahmani

Abstract


This research examines the role of creative mind (creativity) in the process of academic achievement of fifth grade female students. The statistical population of the study consisted of all female elementary school students in the district 1 of Bandar Abbas (Iran). The results of this study indicate that according to (R2 = 0.283) and (β = 0.532), and with regard to the significant level (P <0.01), it can be said that having creative minds has a significant effect on academic achievement (t = 11.27). One of the distinguishing features of human thinking is creativity, so efforts must be made to flourish this privilege. With the arrival of children in adolescence and high school, and due to the presence of an exam in Iran, people will be more effort and students may suffer from academic and personality problems, which can have adverse effects in having creative thinking.

Full Text:

PDF 27-31

References


Amabile, T. M., & Pillemer, J. (2012). Perspectives on the social psychology of creativity. The Journal of Creative Behavior, 46(1), 3-15.

Byron, K., Khazanchi, S., & Nazarian, D. (2010). The relationship between stressors and creativity: A meta-analysis examining competing theoretical models. Journal of Applied Psychology, 95(1), 201.

Conte, R., & Castelfranchi, C. (2016). Cognitive and social action: Garland Science.

Farahani, A., Najafizadeh, A., Kheyrkhah, A., & Ebrahimi, M. (2015). Investigating the Association between Emotional Intelligence and Creativity in Students. Asian J. Med. Pharm. Res, 5(1), 08-11.

Gibson, P. (2017). The need for imagination and creativity in instructional design Adult Education and Vocational Training in the Digital Age (pp. 134-146): IGI Global.

Huang, P.-S., Peng, S.-L., Chen, H.-C., Tseng, L.-C., & Hsu, L.-C. (2017). The relative influences of domain knowledge and domain-general divergent thinking on scientific creativity and mathematical creativity. Thinking Skills and Creativity, 25, 1-9.

Jang, Y., & Ko, Y. (2017). Sources of scientific creativity: participant observation of a public research institute in Korea. Journal of Open Innovation: Technology, Market, and Complexity, 3(1), 1.

Lee, Y.-N., Walsh, J. P., & Wang, J. (2015). Creativity in scientific teams: Unpacking novelty and impact. Research policy, 44(3), 684-697.

Marcy, R. T. (2015). Breaking mental models as a form of creative destruction: The role of leader cognition in radical social innovations. The Leadership Quarterly, 26(3), 370-385.

Naderi, H., Abdullah, R., Aizan, H. T., Sharir, J., & Kumar, V. (2009). Creativity, age and gender as predictors of academic achievement among undergraduate students. Journal of American Science, 5(5), 101-112.

Perry-Smith, J. E. (2006). Social yet creative: The role of social relationships in facilitating individual creativity. Academy of management Journal, 49(1), 85-101.

Perry-Smith, J. E., & Shalley, C. E. (2003). The social side of creativity: A static and dynamic social network perspective. Academy of management review, 28(1), 89-106.

Robinson, J. R. (2008). Webster's dictionary definition of creativity. Online Journal for Workforce Education and Development, 3(2), 2.

Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction Flow and the foundations of positive psychology (pp. 279-298): Springer.

Steffens, N. K., Gocłowska, M. A., Cruwys, T., & Galinsky, A. D. (2016). How multiple social identities are related to creativity. Personality and Social Psychology Bulletin, 42(2), 188-203.

Weisberg, R. W. (2015). On the usefulness of “value†in the definition of creativity. Creativity Research Journal, 27(2), 111-124.

Wigert, B., Reiter-Palmon, R., Kaufman, J. C., & Silvia, P. J. (2012). Perfectionism: The good, the bad, and the creative. Journal of research in personality, 46(6), 775-779.


Refbacks

  • There are currently no refbacks.


© World of Researchers Publication, Iranian Journal of Positive Psychology