Relationship between creativity and intelligence in regular students and giftedness students
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Psico-USF (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100103 |
Resumo: | Abstract The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative). |
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Relationship between creativity and intelligence in regular students and giftedness studentsgiftednessreasoningcognitive developmentthoughtpsychological assessmentAbstract The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative).Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia2021-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100103Psico-USF v.26 n.1 2021reponame:Psico-USF (Online)instname:Universidade São Francisco (USF)instacron:USF10.1590/1413-82712021260109info:eu-repo/semantics/openAccessNakano,Tatiana de CassiaRibeiro,Walquiria de JesusVirgolim,Angela Magda Rodrigueseng2021-04-09T00:00:00Zoai:scielo:S1413-82712021000100103Revistahttp://pepsic.bvsalud.org/scielo.php?script=sci_serial&pid=1413-8271&lng=pt&nrm=isohttps://old.scielo.br/oai/scielo-oai.phpedusf@saofrancisco.edu.br1413-82712175-3563opendoar:2021-04-09T00:00Psico-USF (Online) - Universidade São Francisco (USF)false |
dc.title.none.fl_str_mv |
Relationship between creativity and intelligence in regular students and giftedness students |
title |
Relationship between creativity and intelligence in regular students and giftedness students |
spellingShingle |
Relationship between creativity and intelligence in regular students and giftedness students Nakano,Tatiana de Cassia giftedness reasoning cognitive development thought psychological assessment |
title_short |
Relationship between creativity and intelligence in regular students and giftedness students |
title_full |
Relationship between creativity and intelligence in regular students and giftedness students |
title_fullStr |
Relationship between creativity and intelligence in regular students and giftedness students |
title_full_unstemmed |
Relationship between creativity and intelligence in regular students and giftedness students |
title_sort |
Relationship between creativity and intelligence in regular students and giftedness students |
author |
Nakano,Tatiana de Cassia |
author_facet |
Nakano,Tatiana de Cassia Ribeiro,Walquiria de Jesus Virgolim,Angela Magda Rodrigues |
author_role |
author |
author2 |
Ribeiro,Walquiria de Jesus Virgolim,Angela Magda Rodrigues |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Nakano,Tatiana de Cassia Ribeiro,Walquiria de Jesus Virgolim,Angela Magda Rodrigues |
dc.subject.por.fl_str_mv |
giftedness reasoning cognitive development thought psychological assessment |
topic |
giftedness reasoning cognitive development thought psychological assessment |
description |
Abstract The present study sought to identify the relationship between creativity and intelligence in gifted students. The sample consisted of 966 participants, aged between 7 and 17 years, classified as regular students (n=867) and criterion group (n=99), subdivided according to the area of prominence: academic (n=66), creative/artistic (n=33). The Giftedness Assessment Battery was applied to assess reasoning (verbal, logical, numerical, and abstract) and creativity (verbal and figural). The results indicated that, in the control group, the relationship between the total score for intelligence and the two types of creativity were significant and positive, and scores were higher for verbal creativity. Only the correlation between the total scores for intelligence and verbal creativity was positive and significant in the criterion group. Differences in the relationship between constructs were also found according to the identification of giftedness (academic and creative). |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100103 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1413-82712021000100103 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1413-82712021260109 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
publisher.none.fl_str_mv |
Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia |
dc.source.none.fl_str_mv |
Psico-USF v.26 n.1 2021 reponame:Psico-USF (Online) instname:Universidade São Francisco (USF) instacron:USF |
instname_str |
Universidade São Francisco (USF) |
instacron_str |
USF |
institution |
USF |
reponame_str |
Psico-USF (Online) |
collection |
Psico-USF (Online) |
repository.name.fl_str_mv |
Psico-USF (Online) - Universidade São Francisco (USF) |
repository.mail.fl_str_mv |
edusf@saofrancisco.edu.br |
_version_ |
1748937788831563776 |