Differential Prediction of Teacher Ratings of Creativity Based on Student Demographics

• In Event: Measurement Scales and Psychosocial Development

Abstract

Using data from 243 elementary school students, as well as their homeroom teachers (N = 41), we investigated how psychological attributes of students predicted teachers’ ratings of those students’ creativity, and how those predictions changed depending on students’ demographics. Multi-group regression across demographic groups revealed that teacher-ratings of creativity were related to measured creative performance, but only for those students who were native English speakers, were previously identified as gifted, had higher socio-economic status, or had never experienced disciplinary problems. For students outside those groups, teachers’ ratings of creativity were only positively related to students’ school achievement. For those students who were labeled by their schools as ‘behaviorally at-risk’, measured creative performance was negatively predictive of teachers’ ratings.

Authors

• Sofiia Kagan, University of Georgia

• Denis Dumas, University of Georgia

• Selcuk Acar, University of North Texas

• Peter Organisciak, University of Denver

• Kelly Berthiaume, University of North Texas