THE RELATIONSHIP BETWEEN ACADEMIC GRADES AND DIVERGENT THINKING SCORES DERIVED FROM FOUR DIFFERENT METHODS OF TESTING
This research was concerned with the question: How do the simple, multiple, and canonical correlations between creativity scores and school achievement differ among four methods of creativity testing? Pupils (N= 356) in grades 5, 8, and 11 took the Torrance Tests of Creative Thinking (TTCT). IQ and standardized achievement test scores were secured from school files. The four methods of testing included 1. the standard directions, 2. testing four days after incubation was induced, 3. take-home testing, and 4. testing under game-like conditions. Substantial correlations between creativity and achievement and differences among the four methods of testing were found.