Academic Performance of High School Students as a Function of Mental Capacity, Cognitive Style, Mobility‐Fixity Dimension, and Creativity

Abstract

The purpose of this study is to explore how creativity and the cognitive variables (mental capacity, cognitive style & mobility‐fixity dimension) can explain academic performance of high school students. Students at a high school in Maturin (Venezuela) were tested to determine creativity (Torrance Tests), cognitive variables and academic performance. Results based on multiple regression analyses showed that the mobility‐fixity dimension was the most consistent predictor of academic performance, by explaining a significant amount of the variance in Spanish, English, Geography, Biology, Chemistry, Earth Science, Mathematics, Physics and the Mean score. Creativity scores explained a significant amount of the variance in Spanish, Geography, Earth Science and the Mean score. It appears that the mobility‐fixity dimension and creativity although related, perhaps represent different aspects of academic performance.

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