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An exploratory study of creativity, personality and schooling achievement

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  • Noémi Berlin
  • Jean-Louis Tavani
  • Maud Beasançon

Abstract

We investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Verbal divergent thinking negatively predicts the grades in most subjects, but graphical integrative thinking is positively correlated with scientific grades. There is no significant correlation with the other measures of creativity, implying a low importance of creativity in school. In line with previous work, we find that conscientiousness and openness are positively associated with grades.

Suggested Citation

  • Noémi Berlin & Jean-Louis Tavani & Maud Beasançon, 2016. "An exploratory study of creativity, personality and schooling achievement," Education Economics, Taylor & Francis Journals, vol. 24(5), pages 536-556, September.
    • Handle: RePEc:taf:edecon:v:24:y:2016:i:5:p:536-556
    DOI: 10.1080/09645292.2015.1117580
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    Cited by:

    1. Wai-Chung Ho, 2020. "Students’ Perceptions of Creativity Education: A Perspective from Hong Kong, China," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 6(6), pages 244-257.
    2. Piyapong Janmaimool & Jaruwan Chontanawat, 2021. "Do University Students Base Decisions to Engage in Sustainable Energy Behaviors on Affective or Cognitive Attitudes?," Sustainability, MDPI, vol. 13(19), pages 1-18, September.
    3. No mi Berlin & Jan Dul & Marco Gazel & Louis Lévy-Garboua & Todd Lubart, 2023. "Creative Cognition as a Bandit Problem," Documents de travail du Centre d'Economie de la Sorbonne 23002, Université Panthéon-Sorbonne (Paris 1), Centre d'Economie de la Sorbonne.

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