首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Two studies are reported that used multiple measures of creativity to investigate creativity differences and correlates in arts and science students. The first study examined Divergent Thinking fluency, Self-Rated Creativity and Creative Achievement in matched groups of Art and Science students. Arts students scored higher than Science students on two of the three measures. Regression analysis indicated that the educational domain demographic variable was the most consistent predictor of all three measures of creativity. The second study compared natural science, social science and arts students on two performance and two preference measures of creativity, whilst controlling for the effects of general intelligence. Results indicated only Self-Rated Creativity displayed significant group differences, with the regression analysis suggesting a stronger role of personality variables. The differences between the groups and implications for the measurement of creativity are considered.  相似文献   

2.
This study investigated the relation between motivational goals and university intentions, school valuing and school achievement. The premise of this study is that motivational goals play a key role in academic values and achievement. Confirmatory factor analysis was conducted to establish the construct validity of the motivational measures drawn from the Inventory of School Motivation (ISM): mastery (effort and task), performance (competition and social power), social solidarity (social concern and affiliation), extrinsic (praise and token). A set of eight regression analyses was conducted to examine the relations among these eight motivational measures, future goals to attend college, the value of school and six school subjects. Eight regression equations revealed that effort and task were the most significant predictors of the dependent variables of university intention, valuing school and school achievement scores. Students in Qatar exhibited ‘effort and task’ in goal motivation in relation to students’ beliefs regarding future academic goals and achievement scores in school subjects. As Qatar is a highly gender-segregated society, analyses were also conducted by gender.  相似文献   

3.
This study sought to examine the contribution of fluid intelligence, general knowledge and Big Five personality traits in predicting four indices of creativity: Divergent Thinking (DT) fluency, Rated DT, Creative Achievement and Self-Rated creativity and a combined Total Creativity variable. When creativity was assessed by DT test, the consistent predictor was fluid intelligence. When creativity was assessed in terms of achievement or self-rating, personality variables were consistently predictive.  相似文献   

4.
  相似文献   

5.
Abstract

A comparison of two studies in which the utility of two non-intellective variables, self-expectations and self concept of ability, as predictors of scholastic achievement was examined. Because of its established predictive potential, academic aptitude was included as an independent variable in the multiple regression equations. The results of the comparison show that no significant difference existed in the multiple correlation coefficients of the two female high school student samples. A significant difference was found in the coefficients of the two male samples. The sheer magnitude of the multiple R's was noteworthy. When the non-intellective variables were added to the regression equations, a sizeable gain in explaining variance in scholastic achievement was made over that usually reported.  相似文献   

6.
Previous work has suggested that creativity self-beliefs show only small relations with academic achievement and may only be related to intrinsic, not extrinsic motivation. We set out to re-examine these relationships accounting for the multifaceted and process embedded nature of creativity self-beliefs and the full domain range of extrinsic motivation. One hundred and twenty-two secondary school pupils completed self-report measures of creativity self-beliefs and motivation and were administered as test of fluid intelligence. Creativity self-beliefs were positively related to teacher assessed literacy attainment, intrinsic and extrinsic motivation, and also inversely related to amotivation. Creativity self-beliefs accounted for a significant additional proportion of variance in both literacy achievement and in motivational measures, beyond that already accounted for by fluid intelligence. These findings suggest that it is important to attend to the multifaceted nature of creative self-beliefs and the full domain range of extrinsic motivation.  相似文献   

7.
This study addressed the validity of distinguishing children with reading disabilities according to the presence or absence of discrepancies between intelligence test scores and academic achievement. Three definitions of reading disability were used to provide criteria for five groups of children who (a) met a discrepancy-based definition uncorrected for the correlation of IQ and achievement; (b) met a discrepancy-based definition correcting for the correlation of IQ and achievement; (c) met a low achievement definition with no IQ discrepancy; (d) met criteria a and b; and (e) met none of the criteria and had no reading disability. Comparison of these five groups on a set of 10 neuropsychological tests corrected for correlations with IQ showed that group differences were small and accounted for little of the variability among groups. These results question the validity of segregating children with reading deficiencies according to discrepancies with IQ scores.  相似文献   

8.
采用威廉斯创造力倾向量表（CAP）、成就动机量表（AMS）和艾森克人格问卷（EPQ）对大学生进行测查结论表明：大学生成就动机、人格特征对创造力倾向有显著影响。  相似文献   

9.
Self-assessment practices can positively impact student learning and achievement. However, less is known about psychological moderators that can influence the impact that self-assessment practice may have on achievement. Integrating the dual processing self-regulation model and the self-assessment cycle framework, this study examined the role of students’ positive well-being in the link between self-assessment practices and domain-specific achievement scores. Hierarchical multiple regression analyses using data from 765 secondary school students revealed that self-assessment practices positively predicted achievement scores. Results also showed that positive well-being moderated the relationship between seeking internal feedback and self-reflection and achievement scores, in that the positive link between such self-assessment practices and achievement was stronger for students who had low or moderate well-being. These findings reinforce the impact of self-assessment on learning and add to the ecological validity of the dual processing self-regulation model. The discussion focuses on how these findings contribute to our understanding of how well-being could influence the adaptive role of internal and cognitive self-assessment practices in student learning. Limitations and future research directions are also discussed.  相似文献   

10.
Common factor scores were compared to unfactored data-level variables as predictors in terms of the correlation of a criterion with the predicted value in multiple regression equations applied to replication (cross-validation) samples. Data were generated by computer to provide populations with three different degrees of common variance inherent in their predictor variable intercorrelation matrices. Two replication populations differing from the original by specified amounts in their intercorrelation matrices were created for each common variance level. Results indicated that shrinkage was less for factor scores than for data-level variables for all combinations of common variance and difference of replication population. Moreover, the actual correlation describing accuracy of prediction was higher for factor scores than for data-level variables at the extreme conditions of common variance and difference of replication population.  相似文献   

11.
An empirical study of the construct validity of social creativity   总被引：1，自引：0，他引：1  
Creativity can be broadly defined as a combination of interacting individual and environmental resources leading to the production of valuable solutions. This paper concentrates on the type of creativity that can be expressed in solving social problems. After reviewing the potentially relevant psychological and contextual variables intervening in social creativity, leading to individual differences in this capacity, we present results of a study testing the nomological validity of social creativity in a group of 70 pre-adolescents. The findings indicate that social creativity performance is linked with socially relevant variables such as social competencies, popularity, and parenting style. Finally, we discuss the relevance of a creativity approach in social domains such as violence prevention programs and education.  相似文献   

12.
Abstract

A series of multivariate statistical analyses was used to determine what relationships exist among three demographic variables, the Otis-Lennon Mental Ability Test (OLMAT), and the Stanford Achievement Test (SA T) at Grades 2 and 4. Data were obtained from the second grade classes in 1977-78 (V = 91) and 1979-80 (V = 103), and from the 1979-80 fourth grade class (/V = 91) in a rural middle income school district in southeastern New Hampshire. The best predictor of achievement at either Grade 2 or Grade 4 was the IQ variable alone. The correlations among the SAT subtests led to questions concerning that test’s construct validity and its use for differential diagnosis of educational problems of children. Among the Grade 2 variables, the best predictor of achievement at Grade 4 was the SAT; IQ was a negligible factor. Detailed study of the correlations between the OLMAT and SAT did not support the continued use of the group IQ test as part of the district’s comprehensive testing program; the costs expended cannot be justified by the value of the information obtained.  相似文献   

13.
This study explored how a free-space digital storytelling approach that advocates autonomy and creativity can be implemented in a formal elementary classroom and how it impacts students’ language learning motivation and performances. Participants of the study were 64 sixth grade students in Taiwan. Following an experimental design, the data collected from three data sources, including motivation surveys, achievement test scores, and digital stories, were analyzed and triangulated. Two performance indicators of the digital storytelling, levels of language usage and levels of creativity, were found to have significant but different impacts on language learning. While the students’ language usage performance in digital storytelling was significantly related to their achievement test scores, their creativity performance were significantly related to multiple motivation components, including extrinsic motivation, task value and elaboration. It was also found that the proposed digital storytelling approach had a positive impact on students’ language performance and contributed to an increase to students’ motivation in two dimensions: extrinsic goal orientation and elaboration, rather than intrinsic goal orientation. The results suggest that the positive impact of the proposed storytelling pedagogy resides in allowing students to stretch their creativity while demonstrating their language productivity, with the leverage of a holistic assessment scheme.  相似文献   

14.
Abstract

In each of the 9th (N = 75) and 11th (N = 84) grades and on each subtest of the ITED battery, overachieving and underachieving groups were identified by using the predicted scores plus and minus one SB as the cutting points. When these two groups were compared on tests of creative thinking, the mean scores did not show any consistent trend across the different achievement areas to favor either one of these groups. Because of the low correlations between IQ and creativity (.12 in 9th, "-.01 in 11th) and achievement and creativity (—.02 to .21 in 9th, —.16 to .07 in 11th), results of analyses of covariance, controlling for IQ, did not affect the findings.  相似文献   

15.
The primary purpose of this study was to determine the predictive quality of reading coping strength and comprehension coping strength measured under conditions of delayed auditory feedback as they relate to self-concept, anxiety, reading achievement, intelligence, and academic ability. Reading tests under delayed auditory feedback were administered to fifty-one sixth-grade students in the Memphis City School System, Memphis, Tennessee. Subjects were chosen from five elementary schools (three white and two Negro ). Reading error scores, under conditions of DAF, were tabulated as a measure of reading coping strength and comprehension coping strength. Eight hypotheses were established and tested by ANOVA, t-test, correlation and multiple correlation. Overall results of the study tend to identify coping strength as a unique variable to consider in the psychology of reading as well as the psychology of such noncognitive variables as anxiety and self-concept.

The problem of this study was to make a systematic investigation of the ability of children at the sixth grade level to cope with the effects of delayed auditory feedback while reading. The ability to cope with such effects was defined as reading coping strength and comprehension coping strength. These two variables, reading coping strength and comprehension coping strength, were studied to determine their ability to predict academic success and to compare their predictive strength with that of IQ and reading achievement scores. An additional part of the problem of this study was to determine the intervariable and composite relationships between the variables of self-concept, anxiety, reading achievement, reading coping strength, comprehension coping strength, IQ and grades.  相似文献   

16.
Early assessment programs frequently rely on intelligence tests for making predictions regarding children's future school performance. Unfortunately, IQ scores provide little information to those who must develop educational interventions tailored to the unique ways in which children respond to learning situations. Alternatively, measures of children's learning style focus on distinct patterns of learning-related behavior manifested in classroom settings. Each dimension of learning style is composed of observable skills that are potentially teachable or alterable through available instructional procedures. In order to examine the relative contributions of learning style dimensions, IQ, and their interactions to the prediction of subsequent performance, 100 kindergarten children were evaluated by teachers using the Study of Children's Learning Styles scale and were administered the Kuhlmann-Anderson Intelligence Test. Fifteen months later the children's first-grade achievement was determined through standardized tests and teacher-assigned grades in reading, language, and mathematics. Relationships between the predictor and criterion variables were studied through patterns of bivariate correlations, canonical variate loadings, and standardized regression weights. Although IQ was found the better predictor, learning styles accounted for appreciable and statistically significant proportions of the variability in later achievement. The learning style dimensions functioned differentially across areas of achievement to enhance overall prediction either by complementing or interacting with the predictions afforded by IQ. The results are examined in the light of earlier research on learning-related behavior.  相似文献   

17.
A moderated regression technique was applied to two samples, one of males and one of females, each of which had multiple predictor, moderator, and criterion information. One moderator was found that consistently identified a group of predictable individuals regardless of both sex and the three creative achievement criteria. This moderator was a modification of the Drews sociability scale and it indicated that those individuals who had little or no inclination towards social functions tended to be considerably more predictable than the remainder of the sample or when the group was taken as a whole. Within the low social groups, girls appeared to be somewhat more predictable than boys on two of the three creative achievement criteria, however the greatest discrepancy appeared in the writing criterion where the girls were substantially more predictable. Finally, the low sociability groups were characterized by greater predictive accuracy regardless of whether subgroup or overall prediction equations were used.  相似文献   

18.
The three traditional methods of backward, forward, and stepwise selection of variables to be included in a “best” regression equation were compared to a method designed to maximize weight validity. With student achievement as the criterion, and aptitudinal variables manifesting considerable multicolinearity as predictors, the subset of variables selected by the traditional methods performed poorer than the one selected by the weight validity maximization method. Implications for constructing regression equations for prediction are discussed, with consideration of the weight validity maximization method recommended in crucial situations.  相似文献   

19.
Abstract

The study reported here examined college students’ academic self-efficacy, ‘academic press’ and learning achievement, as well as the association between these three variables within learning contexts using interactive whiteboard-based instruction. A quasi-experimental study was conducted using a sample (n = 103) of first-year college students in China. Participants were taught English by either an interactive whiteboard-based or traditional lecture-based instructional approach for three months. The results showed that the interactive whiteboard-based instructional intervention cultivated higher levels of academic press and academic self-efficacy among students and a significant, positive correlation was identified between these two variables. Students’ learning achievement was not affected by the instructional intervention. These results indicate that interactive whiteboard-based instruction offers some distinct benefits. In future work, additional research is needed to clarify how the instructional model relates to understanding learning achievement.  相似文献   

20.
The Influence of CASE on Scientific Creativity   总被引：1，自引：0，他引：1  
This paper describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) programme on the scientific creativity of secondary school students. 1087 pupils from six suburban mixed comprehensive schools in England took part in the investigation. Three of the schools had participated in the CASE programme and three had not. Samples of students in years 7–11 from each school were given the Scientific Creativity Test for Secondary School Students, an instrument designed to tap various aspects of scientific creativity. The results indicated that the CASE programme did promote the overall development of scientific creativity of secondary school students, although the effects on different aspects of scientific creativity varied. As expected from previous work on delayed effects of CASE on academic achievement, the results indicated that the effects on creativity were not necessarily immediate, but tended to be long-lasting. Possible interpretations of these results are discussed.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号