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Predicting Students’ Creativity Based on Gender, School Type, and Teachers’ Cognitive Competencies
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Ali Saeidi *   , Mahdi Arkhodi ghalenoei |
| farhangian university |
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Abstract: (293 Views) |
The present study aimed to examine the level of creativity and the contribution of gender, school type, and teacher cognition in predicting creativity among sixth-grade elementary students. The statistical population consisted of 292 students (170 girls and 122 boys) from 12 schools in Razavi Khorasan Province during the 2024–2025 academic year, selected through a multistage cluster sampling method from three socio-economic areas: affluent, semi-affluent, and underprivileged. Data were collected using the Torrance Test of Creative Thinking (Form A) and a researcher-developed Teacher Cognition Questionnaire, and were analyzed using SPSS-22. The results indicated that girls scored higher than boys in overall creativity and its components; specifically, 28% of girls and 6% of boys demonstrated high levels of creativity. School type also influenced creativity: the highest creativity mean scores were observed in semi-affluent schools, followed by affluent and underprivileged schools. Additionally, a significant positive correlation was found between teachers’ cognition of students’ creativity and the students’ actual creativity levels, with teacher cognition showing a stronger predictive role than gender and school type. These findings highlight the crucial importance of teachers and school environments in fostering students’ creativity.
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| Keywords: creativity, teacher cognition, creativity prediction, students |
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Type of Study: Research |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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