Relationship between Creativity, Intelligence and Academic Achievement amongst Primary Education Students

Abstract

The research purpose is to examine the relationships between creativity, intelligence, and academic performance among children in primary education and if the relationships differ between males and females. Participants (N = 40, male = 18, female = 22) were students in the second cycle in primary school, assessed using creativity and intelligence tests. Results indicate a significant relationship between intelligence and creativity, as well as between creativity and academic achievement. A creative attitude is positively associated with performance on the divergent thinking test. No significant gender differences were obtained on creativity as well as on the relationships between creativity-academic achievement and intelligence-academic achievement, but these results should be interpreted with caution because the small number of participants can reduce research power.