Abstract
AbstractCreativity of the individual is dependent on numerous factors, such as knowledge, general intelligence and emotional intelligence. The general purpose of this study is to investigate the effect of general intelligence, emotional intelligence and academic knowledge on the emerging of domain-specific creativity. The study was conducted on 178 intellectually gifted students who attend high school. As a result of the study, correlations were determined between the scholarly creativity domains and sociability, global emotional intelligence (TEQ), science course, verbal and performance intelligence scores; mechanical/scientific creativity and mathematics and science courses, well-being and self-control; performance creativity and sociability; self/everyday creativity and science courses, well-being, self-control, sociability and global TEQ; artistic creativity and sociability, and global TEQ. Moreover, researcher used a hierarchical regression analysis to see whether independent variants predict the cre...
Highlights
Many contemporary theories related to intelligence and creativity have been proposed in the literature and are constantly being substituted for earlier ones
The general creativity point of view posits that there are creative individuals in one domain, who should be able to exhibit their creativity across other domains and that a general intellectual ability affects the performance of the individual (e.g. Hocevar, 1980; Torrance, 2008)
The general purpose of this study was to investigate the effect of general intelligence, emotional intelligence, and academic achievement on the emerging of domain-specific creativity
Summary
Many contemporary theories related to intelligence and creativity have been proposed in the literature and are constantly being substituted for earlier ones. The natural and sexual selection burden in the developmental strengths (such as genetic drift and recombination) has been predominant in predisposing the human mind toward certain kinds of sensations and functions These functions are distinct structures and domains that solve distinct problems. An activity or process may occur in more than one mental domain (Karolyi, Ramos-Ford, & Gardner, 2003) He declared that outstanding responses were connected to specific domains that were involved with different kinds of skills and distinct types of knowledge. In a group of studies, the domain–specificity of creativity was supported (As for, Baer, et al, 2004; Hickey, 2001), while contradictory results were obtained from another group of studies (Conti, Coon, & Amabile, 1996; Eunsook & Milgram, 2010)
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