Correlations among measures of cognitive ability, creativity, and academic achievement for gifted minority children.
This study explored the correlations among nonverbal reasoning ability, creativity, and academic achievement in gifted minority children, 89 girls and 71 boys in Grades 1 through 8 in a program for gifted. A random half of students from all grade levels were tested at the beginning of the year and the remaining half after 7 mo. with Raven Progressive Matrices, Torrance Tests of Creative Thinking, and the California Achievement Test. Pearson correlations reflected limited relations among these variables except for a significant positive value between creativity and reading achievement. Suggestions for further study and implications for identification procedures and program development were provided.
Esquivel
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Graduate School of Education, Division of Psychological and Educational Services, Fordham University, New York, NY 10023.
Lopez
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D000124:Achievement; D000293:Adolescent; D002648:Child; D002672:Child, Gifted / Q000523:psychology*; D003405:Creativity; D005260:Female; D006630:Hispanic or Latino / Q000523:psychology*; D006801:Humans; D008297:Male; D011932:Reading; D014481:United States