Performance and Perception of Creativity and Academic Achievement in Elementary School Students: A Normal Mixture Modeling Study

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Abstract

The present study aimed to identify latent subgroups of students based on their observed originality, self- and teacher-rated originality, academic achievement in reading and mathematics, and demographic background characteristics. Five latent subgroups of students were identified. Female students tended to fall disproportionately into the subgroup of Creative High Achievers. Students receiving free/reduced lunch had a lower probability of being Creative High Achievers. Special education students had a higher probability of falling into the subgroup Overconfident Low Performers. Teacher-ratings of students’ originality were more in line with student academic performance rather than with their performance-based originality scores. Students’ self-ratings of creativity bifurcated across subgroups, with Creative High Achievers and Overconfident Low Performers reporting the highest self-ratings of originality.

Authors

• Alisa Scherbakova, University of Georgia

• Denis Dumas, University of Georgia