Correlation between Students Perceived Creativity and Academic Achievement in International High Schools in Thailand

Abstract

This study was designed to investigate the relationship between student’s perceived
creativity and academic achievement. Researchers have argued that student’s
creative potential are to be achieved academically in the classroom. This
quantitative study surveyed 311 students aged 15 to19 years old from three
international parochial high schools in Thailand. Students’ perception of their
creativity was measured using Dr. Kumar & Dr. Holman’s questionnaire. The
cumulative grade point average (CGPA) was the standard used to evaluate their
academic achievement. The findings showed that all schools are moderate in
relevant skills and process but rather low in the remaining creativity dimensions.
The multiple regression analysis showed that the relationship between creativity
dimensions and academic achievement is essentially zero, except for self-regulation
which suggested that self-regulation could be the most important creativity
construct that explains academic achievement. Based on these findings, it is
recommended that self-regulation be examined further to see the extent to which it
contributes to academic achievement.