De samenhang tussen creativiteit, schoolprestaties, competentiebeleving op schoolvaardigheden en gevoel van eigenwaarde bij leerlingen uit groep 4, 5 en 6.
Walderveen, E.C. van
MetadataShow full item record
High creative students with average to high intelligence may have low performances in school, because of their preference for non-standardized tests. Low (or lower than one can expect based on intelligence) performances have negative effects on students perceived competence in school and their self-esteem, which may affect their psychological well-being negatively. To clarify the relationship between creativity and self-esteem 132 Dutch primary school students from fourth to sixth grade were examined in terms of school performance, perceived competence in school and self-esteem. The students completed the CBSK, the TCT-DP and four subtests of the WISC-III. They were divided into the groups high creative (HC) students (n = 31) and average to low creative (ALC) students (n = 101). The data was analyzed by using a linear regression and three binary logistic regressions. The results showed that intelligence is a predictor for school performance (p <.01). We observed a nonsignificant negative discrepancy between the two variables for the HC group and a nonsignificant positive discrepancy for the ALC group. Moreover, creativity is not a predictor of both perceived competence in school or self-esteem. School performance (p = .02) and the discrepancy between IQ and school performance (p = .02) appear to be predictors, but only for perceived competence in school, not for self-esteem. Finally perceived competence in school is a predictor of self-esteem (p = .01). Together these findings suggest that students perceived competence in school is based on both their actual performance and the discrepancy between their intelligence and their performances and that they base their self-esteem on their perceived competence.