Creativity, knowledge and school achievement

dc.creator	Maksić Slavica B.
dc.creator	Đurišić-Bojanović Mirosava
dc.date	2004-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:36Z
dc.date.available	2015-07-20T22:17:36Z
dc.identifier	10.2298/ZIPI0436085M
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/c289a9eb13f4431e9c054bf9130cbe95
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/19097
dc.description	In the process of education the knowledge is acquired which is a necessary base for creativity. The problem of relations between creativity and knowledge in school context is posed as a problem of relations between creativity and academic performance due to the influence it has on personal and professional development of an individual. The paper presents the results of survey on relations between creativity, academic performance and academic preferences. Creativity was measured by the test for creative thinking - drawing production of Urban and Jellen, academic performance by general achievement, and academic preferences by a questionnaire. The sample comprised final primary school graders. Low and statistically significant positive correlation was found between creativity and school achievement in the sub-sample of girls. However, girls have a significantly better school achievement and prefer art as a school subject and the test administered demands visual art expression. Hence, it can not be claimed for sure that the obtained results reflect realistic differences in creativity between boys and girls. It is of vital importance for work in school the data that high creativity can be possessed by students who are failures at school. It has been concluded that initial step in the acquisition of knowledge that will contribute to student creative thinking and behavior is the development of cognitive flexibility.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2004/0579-64310436085M.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 2004, Iss 36, Pp 85-105 (2004)
dc.subject	creativity
dc.subject	knowledge
dc.subject	academic performance
dc.subject	academic preferences
dc.subject	cognitive flexibility
dc.subject	pluralistic model of education
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Creativity, knowledge and school achievement
dc.type	article