Creativity versus conscientiousness : Which is a better predictor of student performance?

By Tomas Chamorro-Premuzic. 2006

121 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/0ef12e7c153777b0e6e607d3f3b5dcb568cb3631

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, unknown): “Journal of Occupational and Organizational Psychology, 73(3), 321-344. doi:http://dx.doi.org.ez.statsbiblioteket.dk:2048/10.1348/096317900167056 * Furnham, A. (2012).”
Employee learning orientation, transformational leadership, and employee creativity: the mediating role of employee creative self-efficacy (2009, background): “For example, Chamorro-Premuzic (2006) found a positive relationship between creative thinking and final dissertation grades in a sample of students.”
A meta-analysis of the five-factor model of personality and academic performance. (2009, background): “, Chamorro-Premuzic, T., & McDougall, F. (2002). Personality, cognitive ability, and beliefs about intelligence as predictors of”
Motivational mechanisms of employee creativity: A meta-analytic examination and theoretical extension of the creativity literature (2016, unknown): “Chae, Lee, and Kim (2011) Self 264 .89 .60/.83 Chamorro-Premuzic (2006) Non-self 307 .79 .46/– Chan and Hempel (2012) Non-self 224 .84 Chang, Jia, Takeuchi, and Cai (2014) Non-self 1059 .90 .04/.81 Chao and Farh (2012) Non-self 188 – .17/.83 .19/.76 Chen, Farh, Campbell-Bush, Wu, and Wu (2013)…”
The relationship between trait emotional intelligence and creativity across subject domains (2011, methodology): “Research based on the Big Five (Costa and McCrae 1985) has shown large correlations between DT and Openness (Chamorro-Premuzic 2006; Furnham et al. 2008; King et al. 1996; McCrae and Costa 1997; Wuthrich and Bates 2001).”
On the Cognitive Benefits of Cultural Experience: Exploring the Relationship between Studying Abroad and Creative Thinking (2012, unknown): “Similar to self-developed culture specific creativity measures employed in previous studies (e.g., Benet-Martinez et al., 2006; Charmorro-Premuzic, 2006; Leung et al., 2008; Leung & Chiu, 2010; Taylor, Berry, & Block, 1958), the CCT requires participants to generate as many ideas as possible to an o”
Malevolent Creativity: Does Personality Influence Malicious Divergent Thinking? (2011, background): “In academic contexts, low conscientiousness is related to greater levels of productivity when projects are not constrained by typical rules (Chamorro-Premuzic, 2006; George & Zhou, 2001).”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, methodology): “A study of British university students found that creative thinking, assessed by the Alternate Uses Test (Christensen et al., 1960), was significantly related to overall grade point average (r = .16) and final dissertation (r = .46) (ChamorroPremuzic, 2006).”
Creativity and Academic Achievement: A Meta-Analysis (2017, methodology): “This resulted in the elimination of four studies.3 With respect to academic achievement, we included studies that used GPA (e.g., Chamorro-Premuzic, 2006), external examinations (e.g., Tan et al., 2014), and achievement tests created by researchers for the purpose of their study (e.g., Dobrołowicz,…”