Influence of Intelligence on the Relationship between Creativity and Academic Achievement: A Comparative Study
A comparative study of 40 Malaysian and 32 American students’ creativity was carried out. Creativity was measured using the Torrance Tests of Creative Thinking, Figural Form A while measures of academic achievement were obtained from two latest class assessments extracted from school records. Findings indicate that the American students are significantly superior compared to Malaysian students in overall Figural Creativity as well as in its components, namely Fluency, Flexibility, Originality and Elaboration. However, there were no significant differences in the relationship between Creativity and Academic Achievement between Malaysian and American students. There are differences between Malaysian and American students in the relationships between Figural Creativity and its components with academic achievement across the intelligence continuum. When these relationships were compared across the intelligence continuum, there appears to be a consistent higher effect of intelligence on the strengths of these correlation coefficients at high IQ levels for the American students than the Malaysian students. The intelligence threshold theory that proposes that creativity and academic achievement are independent among higher levels of intelligence appears to be true for the American students only. Similar investigations are recommended using larger samples and samples of different age groups to further test the influence of intelligence on the creativity-academic achievement relationship.
Keywords: Intelligence, Creativity, Academic Achievement
Dr. Ananda Kumar Palaniappan
Associate Professor, Department of Educational Psychology and Counseling, University of Malaya