Publication Date

7-1987

Advisor(s) - Committee Chair

Daniel Roenker, Doris Redfield, Carl Martray

Degree Program

Department of Psychology

Degree Type

Master of Arts

Abstract

The purpose of this study was to determine the degree of the relationship between creativity, as measured by the Prose Quantification System (PQS), and standardized academic achievement as measured by the Comprehensive Test of Basic Skills (CTBS). The Prose Quantification System is a measurement of the creative quality of written prose.

PQS story-starters were administered to 89 fifth-grade students enrolled in six classes in two schools in south central Kentucky. Each student received two story-starters about the same content (box or paper), but in a different context (usual vs. unusual setting) and was instructed to complete the stories. A total of 178 stories were collected. The CTBS was administered in the spring scan after students had completed the PQS story-starters.

Stepwise multiple regression analysis indicated that combined measures of elaboration and ideational fluency significantly contributed to the prediction of total CTBS scores, math concepts and applications scores, total reading scores, and language mechanics scores, while elaboration was the only significant predictor variable contributing to language expression scores. Although significant, contributions by the predictor variables were too small to have any practical value in predicting standardized academic achievement. Results of the study indicate that standardized achievement tests do not reflect all abilities used by students within the classroom.

Disciplines

Child Psychology | Psychology | Social and Behavioral Sciences

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