@article{Bermejo_Ruiz_Ferrándiz_Soto_Sainz_2014, place={A Coruña}, title={Scientific-creative thinking and academic achievement}, volume={1}, url={https://revistas.udc.es/index.php/reipe/article/view/reipe.2014.1.1.24}, DOI={10.17979/reipe.2014.1.1.24}, abstractNote={The aim of this work is to study the relationship between scientific-creative thinking construct and academic performance in a sample of adolescents. In addition, the scientific-creative thinking instrument’s reliability will be tested. The sample was composed of 98 students (aged between 12-16 years old) attending to a Secondary School in Murcia Region (Spain). The used instruments were: a) the Scientific-Creative Thinking Test designed by Hu and Adey (2002), which was adapted to the Spanish culture by the High Abilities research team at Murcia University. The test is composed of 7 task based in the Scientific Creative Structure Model. It assesses the dimensions fluency, flexibility and originality; b) The General and Factorial Intelligence Test (IGF/5r; Yuste, 2002), which assess the abilities of general intelligence and logic reasoning, verbal reasoning, numerical reasoning and spatial reasoning; c) Students’ academic achievement by domains (scientific-technological, social-linguistic and artistic) was collected. The results showed positive and statistical significant correlations between the scientific-creative tasks and academic achievement of different domains.}, number={1}, journal={Revista de Estudios e Investigación en Psicología y Educación}, author={Bermejo, Rosario and Ruiz, María José and Ferrándiz, Carmen and Soto, Gloria and Sainz, Marta}, year={2014}, month={Jul.}, pages={64–72} }