TY - JOUR AU - Bermejo, Rosario AU - Ruiz, María José AU - Ferrándiz, Carmen AU - Soto, Gloria AU - Sainz, Marta PY - 2014/07/01 Y2 - 2024/03/28 TI - Scientific-creative thinking and academic achievement JF - Revista de Estudios e Investigación en Psicología y Educación JA - R Est Inv Psico y Educ VL - 1 IS - 1 SE - Articles DO - 10.17979/reipe.2014.1.1.24 UR - https://revistas.udc.es/index.php/reipe/article/view/reipe.2014.1.1.24 SP - 64-72 AB - 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. ER -