Creativity in the classroom: A multilevel analysis investigating the impact of creativity and reasoning ability on GPA
Creativity in the classroom: A multilevel analysis investigating the impact of creativity and reasoning ability on GPA
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DOI：
10.1080/10400410802278776
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发表时间：
2008-07-01
影响因子：
2.6
通讯作者：
Holling, Heinz
中科院分区：
文献类型：
--
作者：
Freund, Philipp Alexander;Holling, Heinz
与其他心理结构相比，如智力，创造力通常是一个不太有效的预测学业成就。大多数的研究，从这些结果得出应用普通最小二乘法（OLS）的方法，假设随机抽样的受访者，因此，不考虑课堂之间的差异，这是由于聚类数据结构的可能性。本研究以柏林青少年智力结构测验（BIS-HB）的标准化样本为研究对象，采用多水平模型分析方法对数据进行分析。为了检验创造力对GPA的影响可能因不同课堂而异的假设，指定了一个包含两个级别（级别1：学生和级别2：课堂）的解释变量的多级别模型。推理能力的作用也进行了研究。结果允许更详细的解释不同的变量在预测学业成绩的背景下的作用。更具体地说，可以表明，特别是创造力的预测能力在课堂上发生了变化，这表明一些教师比其他教师更重视学生的创造力。
Compared to other psychological constructs, such as intelligence, creativity usually is a less valid predictor for scholastic achievement. The majority of the studies from which these results are derived apply Ordinary Least Squares (OLS) methods that assume random sampling of respondents and, hence, do not take into account the possibility of between-classroom variance that is due to clustered data structures. In this study, data from the standardization sample of the Berlin Structure of Intelligence Test for Youth: Assessment of Talent and Giftedness (BIS-HB) were analyzed using multilevel modelling techniques. To test the hypothesis that the impact of creativity oil GPA may vary between different classrooms, a multilevel model incorporating explanatory variables oil two levels (level 1: students and level 2: classrooms) was specified. The role of reasoning ability was also investigated. The results allow for a more detailed interpretation of the role of different variables in the context of predicting scholastic achievement. More specifically, it could be shown that especially the predictive power of creativity changes across classrooms, indicating that some teachers value creativity in their students more than others.