CE  Vol.4 No.1 , January 2013
Creative Characteristics and Its Relation to Achievement and School Type among Jordanian Students
Author(s) Alia Al-Oweidi
ABSTRACT

The purpose of this study is to investigate the creative characteristics among creative students in regular schools and its relation to achievement and school type variables as perceived by teachers. The sample of the study consisted of (176) male and female students with an age range (9-17 years), (127) of them are high achievers and (49) average achievers chosen purposefully from (11) schools, (7) private schools and (4) public schools. (67)teachers participated in evaluating the creative characteristics in students regardless of the academic achievement of students. The creative characteristics inventory isused to identify the creative characteristic in students. The findings of the study showed that there are apparent differences in the means between high achievers and average achievers on all creative characteristics. By using (T) test to examine the differences between means, the findings showed that the differences were between high achievers and average achievers on the achievement variable within five domains: fluency, fantasy, problem sensitivity, originality and intuition for the favor of high achievers. Meanwhile, there were no significant statistical differences on the domains and other creative characteristics. With regard to school type, the findings showed significant differences on the means of the ambiguity, fantasy, curiosity, adventure and sense of humor for the favor of private schools. Moreover, there were significant differences in the mean of fluency, problem sensitivity, and independency for the favor of public schools.


Cite this paper
Al-Oweidi, A. (2013). Creative Characteristics and Its Relation to Achievement and School Type among Jordanian Students. Creative Education, 4, 29-34. doi: 10.4236/ce.2013.41004.
References
[1]   Ai, X. (1999). Creativity and academic achievement: An investigation of gender differences. Creativity Research Journal, 12, 329-337. doi:10.1207/s15326934crj1204_11

[2]   Al-Srour, N. (2005). Teaching Thinking in Curriculum. Jordan: Wael Press.

[3]   Wu, C. H., Cheng, Y., Ip, H., & McBride-Chang, C. (2005). Age differences in creativity: Task structure and knowledge base. Creativity Research Journal, 17, 321-326. doi:10.1207/s15326934crj1704_3

[4]   Habibollah, N., Rohani, A., Tengku, Aizan, H., Sharir, J., & Kumar, V., (2010). Relationship between creativity and academic achievement: A study of gender differences. Journal of American, 6, 181-190.

[5]   Johnsen, S. (2004). Identifying gifted students: A practical guide. Mount Vernon, NY: Prufrock Press.

[6]   Kim, K., & Van Tassel, B. (2010). The relation between creativity and behavior problems among underachieving elementary and high scholl students. Creativity Research Journal, 22, 185-193. doi:10.1080/10400419.2010.481518

[7]   Kim, K. (2008). Underachievement and creativity: are gifted underachievers highly creative? Creativity Research Journal, 20, 234-242. doi:10.1080/10400410802060232

[8]   Lee, E., & Seo, H. (2006). Understanding of creativity by korean elementary teachers in gifted education. Creativity Research Journal, 18, 237-242. doi:10.1207/s15326934crj1802_9

[9]   Myers, R., & Torrance, P. (2003). What next? Futuristic scenarios for creative problem solving. Mount Vernon, NY: Prufrock Press.

[10]   Oral, G. (2006). Creativity of Turkish prospective teachers. Creativity Research Journal, 18, 65-73. doi:10.1207/s15326934crj1801_8

[11]   Prabhu, V., Sutton, C., & Saser, W. (2008). Creativity and certain personality traits: Understanding the mediating effect of intrinsic motivation. Creative Research Journal, 20, 53-66. doi:10.1080/10400410701841955

[12]   Proctor, R., & Burnett, P. (2004). Measuring cognitive and dispositional characteristics of creativity in elementary students. Creativity Research Journal, 16, 421-429. doi:10.1080/10400410409534553

 
 
Top