Relationship Between Intelligence, Creativity, Selfesteem and Academic Achievement among Iranian Undergraduate Students in Malaysian Universities

The purpose of this study is to investigate the relationship between intelligence, creativity, self-esteem and academic achievement among Iranian undergraduate students in Malaysian universities. A quantitative research methodology (cross-sectional) was designed for this research. One hundred and fifty three Iranian undergraduates' students were randomly selected out of six universities. Both descriptive and inferential statistics were used to analyze the data in the study using SPSS. The statistical techniques used were Descriptive Statistics, Independent-Sample t-test, Multiple Liner Regression, Chisquare , Multinomial Logistic Regression and Pearson Correlation. The findings in this research study did not support the difference between male and female on creativity. However there was a significant gender difference on the creativity subscales of environmental sensitivity, initiative and what kind of person are you (WKOPAY). Males obtained significantly higher scores on initiative and the WKOPAY subscale than females, but female achieved significantly higher scores on environmental sensitivity than males. The research findings showed that there was no significant difference between female and male students on intelligence. The results of the multiple regression analysis showed that intelligence, gender were not significant predictors of academic achievement. The R2= 0.02 implies that the two predictors variables explain about 0.2 % of the variance in academic achievement. On the other hand, the multiple regression analysis also revealed that creativity, age and gender explained a low proportion (R2= 0.143) of the variation in academic achievement. The findings revealed that the variations in academic achievement explained by the independent variables, intelligence, creativity and gender, was also low. Consequently, a dissimilar aspect of creativity and academic achievement was significant relationship for males and females when looking at the relationships between creativity and academic achievement. The research findings showed that there were significant differences between male and female students on self-esteem. Additionally, the findings of the multinomial logistic regression analysis showed that self-esteem was strong significantly correlated with academic achievement, when gender was controlled. Generally, intelligence, creativity, gender and age were not significant factors in explaining the variance of academic achievement, but self esteem and dissimilar aspect of creativity were the most significant relationship on academic achievement. Implications of the findings are discussed, as well as recommendations for future research. Specially, for students that show characteristics of attribution theory and its causes to which they attribute their success or failure

Intelligence as a predictor of creativity among undergraduate students

This research examined how intelligence predicts level of creativity and different constituent of creativity; Something about myself, Environmental sensitivity, Initiative, Intellectuality, Self-strength, Individuality and Artistry among undergraduate students. One hundred and fifty three Iranian students were selected from six Malaysian universities to participate in the research. Data was analyzed using multiple regression analysis. The total variance accounted for by the intelligence factor is 13.5% (multiple R2 = 0.135), F (7, 145) =3.222, p=.003<0/01). This implies that intelligence is important when considering the factors that influence creativity of students

Creativity as a predictor of intelligence among undergraduate students

This research examines the extent to which the level of creativity and different components of creativity: Something about myself, Environmental sensitivity, Initiative, Intellectuality, Self-strength, Individuality and Artistry among undergraduate students predict intelligence. Respondents in the research comprises of 153 from six Malaysian universities. Multiple regression analysis reveals that a total variance in intelligences accounted for by the creativity factors is 13.5% (multiple R2 = 0.135, F (7, 145) =3.222, p = .003). This implies that creativity is important when considering the factors that influence the intelligence of students

Marsland Press The journal of American Science

Abstract: This research examines the extent to which the level of creativity and different components of creativity: Something about myself, Environmental sensitivity, Initiative, Intellectuality, Self-strength, Individuality and Artistry among undergraduate students predict intelligence. Respondents in the research comprises of 153 from six Malaysian universities. Multiple regression analysis reveals that a total variance in intelligences accounted for by the creativity factors is 13.5% (multiple R2 = 0.135, F (7, 145) =3.222, p = .003). This implies that creativity is important when considering the factors that influence the intelligence of students

Male and female intelligence among undergraduate students : does gender matter?

The study investigated the difference between gender-role identity and intelligence of students at Universities. The samples were 153 participants consisting of 48 females and 105 males` undergraduate Iranian students in Malaysia Universities. All students were given a Catell Culture Fair Intelligence Test (CCFIT). The instrument consisted two subscales, namely, intelligence (Form A) and intelligence (Form B). Each subscale had fifty items. The mean age and SD for female`s students (FS) were 22.27 and 2.62, for ages of 18 to 27 and for male`s students (MS) mean age and SD were 23.28 and 2.43, for ages of 19 to 27. The sampling method in this study was the simple randomization method. Descriptive statistics focusing on average and t-tests were used to examine differences between male and female students in this study. The CCFIT as a questioner test included 100 items about quantitative the 2 parts of Intelligence (Form A) (50 items) and intelligence (Form B) (50 items). In general, the results were not found significant between female and male students in relation to intelligence. Further research is needed to investigate whether identify factors at the university environment influence the development of female and male`s intelligence

Intelligence, creativity and gender as predictors of academic achievement among undergraduate students.

The purpose of this cross – sectional study was to assess prediction of intelligence, creativity and gender on academic achievement among undergraduate students. Participants (N= 153, 105 = male & 48= female) completed intelligence and creativity tests which were compared with their cumulative grade point average (CGPA). A multiple regression analysis indicated that intelligence, creativity and gender explained 0.045 of the variance in academic achievement, which is not significant, as indicated by the F- value of 2.334. Multiple regression analyses also indicated that intelligence and creativity (gender is controlled) together explained 0.010 of the variance in academic achievement, which is also not significant, as indicated by the F- value of 1.562. Partial correlations between academic achievement and IQ, creativity scores and gender were non significant at .05. Coefficients also showed there is no significance between academic achievement and IQ and gender at .05, except for creativity (t= 2.008, p= 0.046). Finding shows predicting lower independent variables of this study (scores of intelligence, creativity and gender) on academic achievement (CGPA)

Gender Differences in Creative Perceptions of Undergraduate Students

This study investigated the difference between gender-role identity and creativity of students at Malaysian Universities. The respondents were 153 undergraduate Iranian students (48 females, 105 males; aged 19 to 27 years) in Malaysia Universities. All students were given a Khatena-Torrance Creative Perception Inventory Test (KTCPI). The instrument comprised two subscales, namely, Something About Myself (SAM) and What Kind of Person Are You (WKOPAY)? Each subscale had fifty items. The results revealed no significant difference between female and male students` overall creative perception. Further examination revealed that male students score higher in the WKOPAY subscale (t = 2.578, p = 0.011), while females scored higher than males in the initiative factor (t = 3.566, p = 0.000) and males scored higher than females in the environmental sensitivity factor (t = -2.216, p = 0.028) in the SAM subscale. Further replications on similar samples are needed

Intelligence and academic achievement: an investigation of gender differences

The objective of this research is to examine if a relationship exists between intelligence and academic achievement and if the relationship differs between males and females. Two research questions are examined in this paper: (1) what is the relationship between different aspects of intelligence and academic achievement? (2) Is there any significant gender differences regarding the relationship between different aspects of creativity and academic achievement? Participants (N=153; male=105 and female=48) completed creativity test. Cumulative grade point average (CGPA) was used to select the participants. Intelligence was measured using the Catell Culture fair Intelligence Test (CFIT-3a & b). Pearson Correlation analysis indicated that aspects of intelligence were not related to academic achievement for both males and females. However, implications of the findings for this study in intelligence and academic achievement are discussed

Intelligence, Creativity and Gender as Predictors of Academic Achievement among Undergraduate Students

Abstract: The purpose of this cross -sectional study was to assess prediction of intelligence, creativity and gender on academic achievement among undergraduate students. Participants (N= 153, 105 = male &amp; 48= female) completed intelligence and creativity tests which were compared with their cumulative grade point average (CGPA). A multiple regression analysis indicated that intelligence, creativity and gender explained 0.045 of the variance in academic achievement, which is not significant, as indicated by the F-value of 2.334. Multiple regression analyses also indicated that intelligence and creativity (gender is controlled) together explained 0.010 of the variance in academic achievement, which is also not significant, as indicated by the F-value of 1.562. Partial correlations between academic achievement and IQ, creativity scores and gender were non significant at .05. Coefficients also showed there is no significance between academic achievement and IQ and gender at .05, except for creativity (t= 2.008, p= 0.046). Finding shows predicting lower independent variables of this study (scores of intelligence, creativity and gender) on academic achievement (CGPA

Intelligence and gender as predictors of academic achievement among undergraduate students.

There has been significant discussion concerning the causal preference of intelligence, gender and academic achievement. A number of researchers' have examined intelligence, gender and academic achievement as equal constructs. Others consider that intelligence and gender as predictors of academic achievement are reciprocal. At a standstill, others emphasize that intelligence and gender predict to achievement. This study examined intelligence and gender as predictors of academic achievement among undergraduate students. Participants (N= 153, 105 = male & 48= female) completed intelligence test and the cumulative grade point average (CGPA). The finding showed a lower correlation independent variables (score of intelligence and gender)and CGPA in this study. A multiple regression analysis revealed an interesting pattern of relationship. Further, multiple regression analyses indicated that intelligence and gender explained 0.019 of the variance in academic achievement