This study was conducted to explore the relationship between emotional intelligence and creative thinking with academic achievement .This descriptive correlation study was performed on 156 male and female students of Torbat-e-Heydarieh who were selected by census method during 2012-2013. Data was collected using Bradberry Greaves' questionnaire of emotional intelligence and Abedi's questionnair...

Creativity is predominantly measured in scientific research with divergent thinking tasks that assess the potential for creative ideation. The current study aimed to further foster a distinction between divergent thinking and a second measure of creativity, creative achievement (the production of tangible or visible pieces), by examining whether these 2 measures are differentially related to at...

The purpose of this study is to develop HOT (Higher Order Thinking) Lab–based practicum guide that improves pre-service physics teachers’ creative thinking skills. The research method used 3D-1I model (Define, Design, Develop and Implementation). The subjects of this study are 40 students of Physics Education Program UIN Sunan Gunung Djati Bandung. The results showed that the HOT Lab-based prac...

There have been many structural and functional imaging studies of creative thinking, but combining structural and functional magnetic resonance imaging (MRI) investigations with respect to creative thinking is still lacking. Thus, the aim of the present study was to explore the associations among inter-individual verbal creative thinking and both regional homogeneity and cortical morphology of ...

There is an ongoing debate about the components and processes of creativity. Within the subfield of creative insight, which is often considered to be the first measurable part of creativity, the role of working memory is discussed. Since creative insight appears to happen without conscious planning, the involvement of working memory appears to be limited; a hypothesis supported by several studi...

ness of titles. The total Titles scores for Years 1984, 1990, 1998, and 2008 increased up to fifth grade, remained static in sixth grade, t(36,664)1⁄4 3.40, p1⁄4 .043, seventh and eighth grades, t(44,612)1⁄4 2.02, p1⁄4 .001, and high school, t(29,475)1⁄4 1.12, p1⁄4 .001, as Figure 1 shows. Titles scores significantly increased in adults, t(15,602)1⁄4 14.84, p< .001. FIGURE 1 Total Fluency, Orig...