The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics

The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The partici...

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Bibliographic Details
Published in:Creativity research journal 2015-10, Vol.27 (4), p.299-307
Main Authors: Erbas, Ayhan Kursat, Bas, Selda
Format: Article
Language:English
Subjects:
Academic achievement
Correlation
Creativity
Foreign Countries
Goal Orientation
Grade 9
High Achievement
High School Students
Learning Strategies
Mathematics
Mathematics education
Metacognition
Motivated Strategies for Learning Questionnaire
Personality
Personality Traits
Questionnaires
Regression (Statistics)
Risk
Secondary school students
Statistical Analysis
Student Motivation
Studies
Turkey (Ankara)
Turkey (Istanbul)
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Summary:The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and consciousness were significantly correlated with creative ability in mathematics, extraversion, agreeableness, and neuroticism were not correlated with the creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability.
ISSN:1040-0419
1532-6934
DOI:10.1080/10400419.2015.1087235