Intelligence And Teacher’s Rating Of Creativity Among Grade V Children: A Study Of Gender Differences

Abstract

The study was designed to examine the relationship between Teacher’s rating of creativity and WISC-R performance of Grade V children. The sample consisted of 40 subjects between 8 to 10 years of age, 20 each from boys and girls. The subjects were randomly selected from five different schools. The subjects were categorized into six groups of boys and girls as high, moderate, and low in IQ. The means and Standard Deviations for all the six groups of subjects revealed that creative potential is directly    related to the IQ of the subjects. Creativity is prominently observed among the children of high IQ than among moderate and low IQ children. Boys tended to show more creative potential than girls. High IQ boys and girls respectively show 0.81 and 0.55 correlation coefficient with their creativity score. Those correlations for moderate IQ children are 0.57 and 0.38, while that of low IQ children are 0.26 and 0.24 respectively for boys and girls.  Hence, they are rated as higher in creativity than girls. The present study highlights a smooth positive relationship between creativity and intelligence.

Keywords: Intelligence, Creativity, Teacher’s rating, WISC-R