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INTERACTIVE EFFECTS OF CREATIVITY AND IQ ON NINTH‐GRADE ACHIEVEMENT
Author(s) -
BOWERS JOHN
Publication year - 1969
Publication title -
journal of educational measurement
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.917
H-Index - 47
eISSN - 1745-3984
pISSN - 0022-0655
DOI - 10.1111/j.1745-3984.1969.tb00675.x
Subject(s) - creativity , psychology , intelligence quotient , regression analysis , developmental psychology , academic achievement , regression , ninth , social psychology , statistics , cognition , mathematics , physics , neuroscience , acoustics , psychoanalysis
The interactive effects of IQ and creativity upon ninth‐grade achievement were examined, with special focus upon the IQ threshold concept of Torrance He hypothesized that achievement is predicted better by IQ than by creativity below the IQ threshold, while IQ validity decreases as creativity validity increases above the threshold. This implies an IQ X Creativity interactive effect on achievement. If an IQ threshold exists, regression weights for IQ X Creativity interactive predictors should be statistically significant when included in multiple regression equations. Three creativity factor scores were estimated and were each multiplied by IQ to define three moderated or interactive predictor variables. A slight though statistically significant increase in validity resulted by adding the moderated variables to IQ and the three factor scores in multiple regression equations. Thus, there was weak support for the existence of an IQ threshold, but the regression of achievement on creativity decreased rather than increased with higher IQ.