English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

<p> 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. </p

Creative Characteristics and Its Relation to Achievement and School Type among Jordanian Students