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Background and Purpose. The present study aimed to explore the relationship between creativity and school grades. Material and Methods. Creativity was meas- ured by the Test for Creative Thinking – Drawing Production (TCT-DP) (Urban & Jellen, 2010). The participants (sample) consisted of 180 ninth grade students (104 females) with mean age of 15.1 years.Results. Both boys and girls with higher creative potential score in TCT-DP showed higher average school grade. The tendency was depicted that school grades in the subjects of natural sciences (except in geography) and arts relate most closely to creativity. Although no significant gender differences were found in any of the subjects, boys tended to show higher correlations. The general trend in the relationship between separate TCT-DP criteria and school grades is that the ability to draw a picture with strong expressive power, to make additions to the used elements, to compose a theme or gestalt of the given elements and to break away from two- dimensionality is significantly related to the average school grade independently of the gender.Conclusion. The results give grounds for further exploration of students’ creativity in relation to the academic performance assessed by teachers. Darbo problema ir tikslas. Šio tyrimo tikslas buvo ištirti ryšį tarp kūrybiškumo ir pažymių mokykloje. Metodai. Kūrybiškumas vertintas naudojant Kūrybinio mąstymo piešimo testą (Test for Creative Thinking – Drawing Production (TCT-DP)) (Urban & Jellen, 2010). Tyrimo imtį sudarė 180 devintos klasės mokinių (104 mergaitės), kurių amžiaus vidurkis – 15,1 metų. Rezultatai. Tiek berniukų, tiek mergaičių, gavusių aukštesnius TCT-DP testo kūrybinio potencialo balus, pažymių vidurkiai mokykloje buvo aukštesni. Stebėta tendencija, jog pažymiai už gamtos mokslų (išskyrus geografiją) ir menų dalykus buvo stipriausiai susiję su kūrybiškumu. Nors statistiškai reikšmingas skirtumas tarp lyčių, lyginant mokykloje dėstomus dalykus, nestebėtas, tačiau berniukų grupėje koreliacijos buvo žymesnės. Nagrinėjant priklausomybę tarp atskirų TCT-DP kriterijų ir pažymių mokykloje, stebėta bendra tendencija, jog gebėjimas nupiešti ekspresyvų piešinį, papildyti duotus elementus, sukomponuoti temą ar geštaltą iš duotų elementų ar peržengti dvidimensiškumą yra statistiškai reikšmingai susiję su pažymių vidurkiu mokykloje nepriklausomai nuo lyties. Išvados. Gauti rezultatai suformuoja pagrindą tolimesniems tyrimams, nagrinėjantiems ryšį tarp mokinių kūrybiškumo ir akademinių rezultatų.

AR YRA RYŠYS TARP KŪRYBIŠKUMO IR PAŽYMIŲ MOKYKLOJE? 9 KLASĖS MOKINIŲ TYRIMAS