Creatividad e inteligencias múltiples percibidas coopredictores de las aptitudes escolares en Educación Primaria

  1. Estrella Fernández 1
  2. Trinidad García 1
  3. Cristina Gómez 1
  4. Débora Areces 1
  5. Celestino Rodríguez 1
  1. 1 Department of Psychology, University of Oviedo
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2019

Título del ejemplar: Investigación aplicada, académica y/o profesional

Volumen: 17

Número: 49

Páginas: 589-608

Tipo: Artículo

DOI: 10.25115/EJREP.V17I49.2597 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

Resumen

Introduction: Deepening constructs such as creativity, intelligence and school skills, and un-derstanding how they relate to each other, can promote a better understanding of the variables involved in academic performance. Therefore, this study aimed examine the predictive value of creativity and multiple intelligences (self-perceived, perceived by families and by teachers) on school skills related to academic performance in Primary Education.Method: For this, 98 3rd and 6th grade students from several schools of the North of Spain completed different tests: an objective test of creative intelligence assessment (CREA), a School Aptitude Test (TEA1) and a self-report questionnaire on their intelligences multiple perceived. Likewise, parents and teachers also completed thequestionnaire about the multiple intelligences. Results: The results of the linear regression showed that students 'creative intelligence pre-dictsstudents' non-verbal school aptitudes in part, and the naturalistic, linguistic and logical-mathematical intelligences show some predictive on students ́s general abilities, and on the verbal and non-verbal components in particular.Discussion or Conclusion: There is a certain predictive capacity of creativity and some multi-ple intelligences on school skills, but not in the same way and without generalized agreement among informants, understanding that teachers are that shows the most precision to assess the level of multiple intelligences that have been predictive in this study.

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Información de financiación

Este trabajo ha sido financiado por la Consejería de Empleo, Industria y Turismo del Principado de Asturias (España) (Ref. FC-GRUPIN-IDI/2018/000199). Agradecemos la colaboración del alumnado, profesorado y familias participantes en el estudio.

Financiadores

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