An exploratory study of creativity, personality and schooling achievement

Noemi Berlin, Jean-Louis Tavani, Maud Beasancon

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

In this paper, we investigate the link between schooling achievement and creativity scores, controlling for personality traits and other individual characteristics. Our study is based on field data collected in a secondary school situated in a Parisian suburb. Four scores of creativity were measured on 9th graders. Schooling achievement was measured by the test scores obtained by pupils in different subjects. We find that verbal divergent thinking, which is a subtype of creativity, negatively predicts the grades in most subjects, but that graphicalintegrative thinking is positively correlated with scientific grades. There is no significant correlation with the other measures of creativity, implying a low importance of creativity in school. In line with previous work, we find that conscientiousness and openness are positively associated with grades. Girls have higher grades than boys but do not have a higher probability of passing a national exam

Original languageEnglish
Pages (from-to)536-556
JournalEducation Economics
Volume24
Issue number5
Early online date9 Jan 2016
Publication statusE-pub ahead of print - 9 Jan 2016

Keywords / Materials (for Non-textual outputs)

  • Schooling achievement
  • creativity
  • personality traits
  • field data

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