An UNIR study shows a relation between creativity and school performance

Las autoras destacan la necesidad de apostar por un nuevo modelo educativo centrado en el desarrollo del alumno. / Gaelle Marcel/ Unsplash

Results also indicate that school performance is determinated by six out of eight “multiple intelligences”, theory developed by Howard Gardner that takes into account a broader range of human potential in children and adults.



Madrid, February 19th.- Eva Ferreras

It is important to know the influencing factors at school performance to elaborate study plans able to exploit in the better possible way the students performance. In order to help designing educational intervention proposals acoording to the children needs, the authors of the study have analysed the performance of students at Secundary Obligatory Education, and how these are related with creativity and multiple intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal and naturalist).

As Yolanda Ramiez, co-author, says: “in the education field often our attention have been focused on academic issues, but there are aspect such self-esteem or student personality that also determinates the school performance”. There already are projects of innovation at school where learning is built by cooperation taking into account this aspects.


Las autoras destacan la necesidad de apostar por un nuevo modelo educativo centrado en el desarrollo del alumno. / Alexis Brown / Unsplash
Authors highlight the importance of develop learning and teaching models focused on the student. / Alexis Brown / Unsplash


Results shows that in the analysed sample there is a significative relation between creativity and all the intelligences (except for the interpersonal), and performance would be related directly with creativity and natualist, linguistic, mathematical, intrapersonal and spatial intelligences. Authors highlight the importance of keep researching about creativity, multiple intelligences and school performance, and to create communication channels between profesionals that allow to desing intervention proposals betting on a new learning and teaching model focused on the student.

As Veronica Lopez, co-author, says: “creativity has not always been related with performance due to its complexity. In this study we show that creativity as divergent think is related with school performance in secundary school even with this conditions. Is is important to enhance creativity in the classrooms.”

The study has used a no-experimental methodology, where the variables have been measured with different test: Turtle Questionaarie for creativity, IM Amstrong Questionnarie for multiple intelligences and school califications for school performance. Tests have been done in 82 students between 12 and 16 years old by non aleatory sampling.


Yolanda Ramírez Díaz, Verónica López Fernández: La creatividad, las inteligencias múltiples y el rendimiento escolar a través de las áreas instrumentales en 1º y 2º de la Educación Secundaria Obligatoria (ESO), en Talincrea: Revista talento, inteligencia y creatividad, (2017) 4 (7)