*Relationship Between Creativity and Intelligence: A Multimethod Investigation of Alternative Theoretical Assumptions in Two Samples of Secondary School Students

IF 3 3区教育学 Q1 EDUCATION, SPECIAL

Gifted Child Quarterly Pub Date : 2022-08-12 DOI:10.1177/00169862221118558

M. Breit, Julian Preuß, Vsevolod Scherrer, Tobias Moors, F. Preckel

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引用次数: 1

Abstract

The threshold hypothesis and the necessary-but-not-sufficient hypothesis represent popular views on the relationship between intelligence and creativity. However, most studies investigating these hypotheses used suboptimal or even inappropriate statistical methods, calling into question the robustness of the available evidence. The ability differentiation hypothesis presents a third theoretical view on the relationship, but ability differentiation studies including creativity measures are scarce. In this study, the relationship between fluid intelligence as a core element of intelligence and divergent thinking as an important indicator of creativity was investigated in two large samples of secondary school students in Germany (N = 1,328, Mage = 14.47; N = 524, Mage = 13.77). Four different statistical approaches were applied (i.e., test for heteroscedasticity, segmented regression analysis, local structural equation modeling, and necessary-but-not-sufficient condition analysis). The results did not support the threshold hypothesis or a nonlinear relationship as predicted by ability differentiation hypothesis and only partially supported the necessary-but-not-sufficient hypothesis.

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*创造力与智力的关系:两个中学生样本中不同理论假设的多方法调查

阈值假说和必要但不充分假说代表了关于智力和创造力之间关系的流行观点。然而，大多数调查这些假设的研究使用了次优甚至不适当的统计方法，使现有证据的稳健性受到质疑。能力分化假说提供了第三种理论视角，但包括创造力测度在内的能力分化研究却很少。本研究以德国的两个大样本中学生为研究对象(N = 1328, Mage = 14.47;N = 524，法师= 13.77)。采用了四种不同的统计方法(即异方差检验、分段回归分析、局部结构方程模型和必要但不充分条件分析)。结果不支持阈值假设或能力分化假设预测的非线性关系，仅部分支持必要但不充分假设。

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来源期刊

Gifted Child Quarterly Multiple-

CiteScore

6.30

自引率

29.00%

发文量

期刊介绍： Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.

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