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Academic Performance of High School Students as a Function of Mental Capacity, Cognitive Style, Mobility‐Fixity Dimension, and Creativity
Author(s) -
NIAZ MANSOOR,
NÚÑEZ GRECIA SAUD,
PINEDA ISÁNGELA RUIZ
Publication year - 2000
Publication title -
the journal of creative behavior
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.896
H-Index - 55
eISSN - 2162-6057
pISSN - 0022-0175
DOI - 10.1002/j.2162-6057.2000.tb01200.x
Subject(s) - creativity , cognitive style , dimension (graph theory) , cognition , style (visual arts) , variance (accounting) , psychology , mathematics education , cognitive dimensions of notations , function (biology) , explained variation , social psychology , mathematics , geography , statistics , accounting , archaeology , neuroscience , pure mathematics , business , evolutionary biology , biology
The purpose of this study is to explore how creativity and the cognitive variables (mental capacity, cognitive style & mobility‐fixity dimension) can explain academic performance of high school students. Students at a high school in Maturin (Venezuela) were tested to determine creativity (Torrance Tests), cognitive variables and academic performance. Results based on multiple regression analyses showed that the mobility‐fixity dimension was the most consistent predictor of academic performance, by explaining a significant amount of the variance in Spanish, English, Geography, Biology, Chemistry, Earth Science, Mathematics, Physics and the Mean score. Creativity scores explained a significant amount of the variance in Spanish, Geography, Earth Science and the Mean score. It appears that the mobility‐fixity dimension and creativity although related, perhaps represent different aspects of academic performance.