Research Article
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Combined effect of curiosity, creativity, and motivation on academic performance of senior high school students

Year 2022, Volume 9, Issue 3, 261 - 272, 30.09.2022

Abstract

Academic performance has consistently become the primary measure of students progress in school. As a yardstick, it is evident, based on the interaction of students’ psychological abilities, such as curiosity, creativity and motivation, which seem to be disregarded. The current study, therefore, investigated the combined effect of curiosity, creativity, motivation, and academic performance in core mathematics and integrated science. Two research hypotheses guided the study. The study adopted a correlational design. A sample of 652 was used through the purposive, simple random, stratified-proportionate, and systematic sampling techniques. Adapted curiosity, creativity, motivation scales, expert-developed core mathematics, and integrated tests were used to collect the data. The data were analysed inferentially with multivariate regression. The study revealed that students' curious behaviours, creative abilities, and motivation are related and complement one another as students pursue their academic goals. At the same time, core mathematics predicted better in integrated science than its inverse. Therefore, schools should allow students to investigate issues in their environment, engage in personalised activities and provide them with stimulating consequences after academic processes. These would help harness their curious abilities, promote creativity and invoke motivation in them.

References

  • Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. (2018). Influence of extrinsic and intrinsic motivation on pupils academic performance in mathematics. Online Submission, 2(2), 52-59. https://doi.org/10.5281/zenodo.1405857
  • Ahmadi, N., & Besançon, M. (2017). Creativity as a stepping stone towards developing other competencies in classrooms. Education Research International, 2017, 1-9. https://doi.org/10.1155/2017/1357456
  • Ahmed, W., & Bruinsma, M. (2006). A structural model of self-concept, autonomous motivation and academic performance in cross-cultural perspective. Electronic Journal of Research in Educational Psychology, 4(3), 551-576.
  • Akpan, I. D., & Umobong, M. E. (2013). Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385. https://doi.org/10.5901/ajis.2013.v2n3p385
  • Ampofo, E. T., & Benedict, O. O. (2015). Determinants of Academic Performance among senior high school (SHS) students in the Ashanti Mampong municipality of ghana. European Journal of Research and Reflection in Educational Sciences, 3(3), 33-48.
  • Ampofo, J. A. (2020). Teachers’ feedback and its impact on students’ academic Performance in Ghana: A case study of New Edubiase Senior High School. International Journal of Applied Research in Social Sciences, 2(6), 166-186. https://doi.org/10.51594/ijarss.v2i6.190
  • Barto, A., Mirolli, M., & Baldasarre, G. (2013). Novelty or surprise? Frontiers of Cognitive Science, 11, 1-15. http://dx.doi.org/10.3389/fpsyg.2013. 00907.
  • Browning, S. T. (2011). Correlated science and mathematics: A new model of professional development for teachers. HTW Dresden.
  • Burgess, A., Shah, K., Hough, O., & Hynynen, K. (2016). The psychology and neuroscience of curiosity celeste. Neuron, 15(5), 449-460. DOI:https://doi.org/10.1016/j.neuron.2015.09.010.
  • Cachia, R., Ferrari, A., Ala-Mutka, K., & Punie, Y. (2010). Creative learning and innovative teaching: Final report on the study on creativity and innovation in education in EU member states (No. JRC62370). Joint Research Centre (Seville site).
  • Cherry, K. (2016). Motivation: Psychological factors that guide behavior. Pridobljeno, 15(12), 22-35.
  • Colangelo, N., & Davis, G. (2011). The reference in gifted education. Riyadh: Obeikan Publishing.
  • Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Routledge.
  • Cutraro, J. (2012). How creativity powers science. Retrieved from https://www.sciencenewsforstudents.org/article/how-creativity-powers-science
  • Dineen, R., Samuel, E., & Livesey, K. (2005). The promotion of creativity in learners: Theory and practice. Art, Design & Communication in Higher Education, 4(3), 155-172. https://doi.org/10.1386/adch.4.3.155/1
  • Dramanu, B. Y., & Mohammed, A. I. (2017). Academic motivation and performance of junior high school students in Ghana. European Journal of Educational and Development Psychology, 5(1), 1-11.
  • Elliot, A. J., & Dweck, C. S. (2005). Competence and motivation. Handbook of Competence and Motivation, 3-12.
  • Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The mathematics anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52-58. https://doi.org/10.1177/0963721416672463
  • Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299. https://doi.org/10.1037/edu0000133
  • Gottlieb, J., Oudeyer, P. Y., Lopes, M., & Baranes, A. (2013). Information-seeking, curiosity, and attention: computational and neural mechanisms. Trends in Cognitive Sciences, 17(11), 585-593. https://doi.org/10.1016/j.tics.2013.09.001
  • Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., & Thiele, K. O. (2017). Mirror, mirror on the wall: a comparative evaluation of composite-based structural equation modeling methods. Journal of the Academy of Marketing Science, 45(5), 616-632. https://doi.org/10.1007/s11747-017-0517-x
  • Hidalgo, B; Goodman, M (2013). Multivariate or multivariable regression?. American Journal of Public Health, 103, 39-40. doi:10.2105/AJPH.2012.300897.
  • Jeng, Y. C., Hsu, S. L., Xie, J., Lin, R., & Huang, C. C. (2010). Notice of retraction: The influence of creative-thinking teaching on learning effectiveness. In 2010 IEEE International Conference on Advanced Management Science (ICAMS 2010) (Vol. 3, pp. 33-38). IEEE.
  • Kashdan, T. B., Doorley, J., Stiksma, M. C., & Hertenstein, M. J. (2017). Discomfort and avoidance of touch: new insights on the emotional deficits of social anxiety. Cognition and Emotion, 31(8), 1638-1646. https://doi.org/10.1080/02699931.2016.1256867
  • Kashdan, T. B., Stiksma, M. C., Disabato, D. J., McKnight, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. Journal of Research in Personality, 73, 130-149. https://doi.org/10.1016/j.jrp.2017.11.011
  • Kaufman, J. C. (2012). Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 1-11. https://doi.org/10.1037/a0029751
  • Kidd, C., & Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88(3), 449-460. https://doi.org/10.1016/j.neuron.2015.09.010
  • Kwapong, O. A. T. F. (2021). Promoting assessment for learning to ensure access, equity and improvement in educational outcomes in Ghana. Journal of Interdisciplinary Studies in Education, 10(SI), 39-56. https://ojed.org/index.php/jise/article/view/2910
  • Litman, J. A. (2008). Interest and deprivation factors of epistemic curiosity. Personality and Individual Differences, 44(7), 1585-1595. https://doi.org/10.1016/j.paid.2008.01.014
  • Lyons, I. M., & Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral Cortex, 22(9), 2102-2110. https://doi.org/10.1093/cercor/bhr289
  • Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. https://doi.org/10.1080/14794802.2013.797744
  • Muola, J. M. (2010). A study of the relationship between academic achievement motivation and home environment among standard eight pupils. Educational Research and Reviews, 5(5), 213-217. http://ir.mksu.ac.ke/handle/123456780/4809
  • Nami, Y., Marsooli, H., & Ashouri, M. (2014). The relationship between creativity and academic achievement. Procedia-Social and Behavioral Sciences, 114, 36-39. https://doi.org/10.1016/j.sbspro.2013.12.652
  • Nauzeer, S., & Jaunky, V. C. (2021). A meta-analysis of the combined effects of motivation, learning and personality traits on academic performance. Pedagogical Research, 6(3), em0097. https://doi.org/10.29333/pr/10963
  • Nurishlah, L., Budiman, N., & Yulindrasari, H. (2020). Expressions of curiosity and academic achievement of the students from low socioeconomic backgrounds. Advances in Social Science, Education and Humanities Research, 399, 146-148. https://doi.org/10.2991/assehr.k.200130.101
  • Olkin, I., & Sampson, A. R. (2001). Multivariate analysis: Overview. International Encyclopedia of the Social & Behavioural Sciences, 10240–10247.
  • Oyedeji, S. O. (2011). Mathematics skills as predictors of science achievement in junior secondary schools. World Journal of Young Researchers, 1 (4), 60-65.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS version 18 (6th ed.). Maidenhead, Berkshire: Open University Press.
  • Sawyer, R. K. (2006). Educating for innovation. Thinking Skills and Creativity, 1(1), 41-48. https://doi.org/10.1177/016146811511701001
  • Seddoh, P. A. (2013). Factors affecting the academic performance of students of Dzolo senior high school in the Volta Region of Ghana (Doctoral dissertation) University of Cape Coast).
  • Shelley, M., & Yildirim, A. (2013). Transfer of learning in mathematics, science, and reading among students in Turkey: A study using 2009 PISA data. International Journal of Education in Mathematics, Science and Technology, 1(2), 84-95.
  • Singh, A., & Manjaly, J. A. (2022). Using curiosity to improve learning outcomes in schools. SAGE Open, 12(1), 1-15. https://doi.org/10.1177/21582440211069392
  • Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement-replicating and extending previous findings. Frontiers in Psychology, 17-30. https://doi.org/10.3389/fpsyg.2019.01730
  • Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115-117. https://doi.org/10.1037/aca0000007
  • Sudarman, E. (2020). Investigation of psychological behaviour on the academic performance of high school students in Karawang, West Java, Indonesia. Psychology and Education, 57(5), 353-357.
  • Surapuramath, A. K. (2014). A study of relationship between creativity and academic achievement of secondary school pupils. International Journal of Social Science, 3, 305-309.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1997). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53 (1), 159-172. https://doi.org/10.1177/0013164493053001018
  • Von Stumm, S., Hell, B., & Chamorro-Premuzic, T. (2011). The hungry mind: Intellectual curiosity is the third pillar of academic. Perspectives on Psychological Science, 6(6), 574-588. https://doi.org/10.1177/1745691611421204
  • Wolfe, D. A., & Bramwell, A. (2008). Innovation, creativity and governance: Social dynamics of economic performance in city-regions. Innovation, 10(2-3), 170-182.

Year 2022, Volume 9, Issue 3, 261 - 272, 30.09.2022

Abstract

References

  • Adamma, O. N., Ekwutosim, O. P., & Unamba, E. C. (2018). Influence of extrinsic and intrinsic motivation on pupils academic performance in mathematics. Online Submission, 2(2), 52-59. https://doi.org/10.5281/zenodo.1405857
  • Ahmadi, N., & Besançon, M. (2017). Creativity as a stepping stone towards developing other competencies in classrooms. Education Research International, 2017, 1-9. https://doi.org/10.1155/2017/1357456
  • Ahmed, W., & Bruinsma, M. (2006). A structural model of self-concept, autonomous motivation and academic performance in cross-cultural perspective. Electronic Journal of Research in Educational Psychology, 4(3), 551-576.
  • Akpan, I. D., & Umobong, M. E. (2013). Analysis of achievement motivation and academic engagement of students in the Nigerian classroom. Academic Journal of Interdisciplinary Studies, 2(3), 385. https://doi.org/10.5901/ajis.2013.v2n3p385
  • Ampofo, E. T., & Benedict, O. O. (2015). Determinants of Academic Performance among senior high school (SHS) students in the Ashanti Mampong municipality of ghana. European Journal of Research and Reflection in Educational Sciences, 3(3), 33-48.
  • Ampofo, J. A. (2020). Teachers’ feedback and its impact on students’ academic Performance in Ghana: A case study of New Edubiase Senior High School. International Journal of Applied Research in Social Sciences, 2(6), 166-186. https://doi.org/10.51594/ijarss.v2i6.190
  • Barto, A., Mirolli, M., & Baldasarre, G. (2013). Novelty or surprise? Frontiers of Cognitive Science, 11, 1-15. http://dx.doi.org/10.3389/fpsyg.2013. 00907.
  • Browning, S. T. (2011). Correlated science and mathematics: A new model of professional development for teachers. HTW Dresden.
  • Burgess, A., Shah, K., Hough, O., & Hynynen, K. (2016). The psychology and neuroscience of curiosity celeste. Neuron, 15(5), 449-460. DOI:https://doi.org/10.1016/j.neuron.2015.09.010.
  • Cachia, R., Ferrari, A., Ala-Mutka, K., & Punie, Y. (2010). Creative learning and innovative teaching: Final report on the study on creativity and innovation in education in EU member states (No. JRC62370). Joint Research Centre (Seville site).
  • Cherry, K. (2016). Motivation: Psychological factors that guide behavior. Pridobljeno, 15(12), 22-35.
  • Colangelo, N., & Davis, G. (2011). The reference in gifted education. Riyadh: Obeikan Publishing.
  • Craft, A. (2005). Creativity in schools: Tensions and dilemmas. Routledge.
  • Cutraro, J. (2012). How creativity powers science. Retrieved from https://www.sciencenewsforstudents.org/article/how-creativity-powers-science
  • Dineen, R., Samuel, E., & Livesey, K. (2005). The promotion of creativity in learners: Theory and practice. Art, Design & Communication in Higher Education, 4(3), 155-172. https://doi.org/10.1386/adch.4.3.155/1
  • Dramanu, B. Y., & Mohammed, A. I. (2017). Academic motivation and performance of junior high school students in Ghana. European Journal of Educational and Development Psychology, 5(1), 1-11.
  • Elliot, A. J., & Dweck, C. S. (2005). Competence and motivation. Handbook of Competence and Motivation, 3-12.
  • Foley, A. E., Herts, J. B., Borgonovi, F., Guerriero, S., Levine, S. C., & Beilock, S. L. (2017). The mathematics anxiety-performance link: A global phenomenon. Current Directions in Psychological Science, 26(1), 52-58. https://doi.org/10.1177/0963721416672463
  • Gajda, A., Karwowski, M., & Beghetto, R. A. (2017). Creativity and academic achievement: A meta-analysis. Journal of Educational Psychology, 109(2), 269–299. https://doi.org/10.1037/edu0000133
  • Gottlieb, J., Oudeyer, P. Y., Lopes, M., & Baranes, A. (2013). Information-seeking, curiosity, and attention: computational and neural mechanisms. Trends in Cognitive Sciences, 17(11), 585-593. https://doi.org/10.1016/j.tics.2013.09.001
  • Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., & Thiele, K. O. (2017). Mirror, mirror on the wall: a comparative evaluation of composite-based structural equation modeling methods. Journal of the Academy of Marketing Science, 45(5), 616-632. https://doi.org/10.1007/s11747-017-0517-x
  • Hidalgo, B; Goodman, M (2013). Multivariate or multivariable regression?. American Journal of Public Health, 103, 39-40. doi:10.2105/AJPH.2012.300897.
  • Jeng, Y. C., Hsu, S. L., Xie, J., Lin, R., & Huang, C. C. (2010). Notice of retraction: The influence of creative-thinking teaching on learning effectiveness. In 2010 IEEE International Conference on Advanced Management Science (ICAMS 2010) (Vol. 3, pp. 33-38). IEEE.
  • Kashdan, T. B., Doorley, J., Stiksma, M. C., & Hertenstein, M. J. (2017). Discomfort and avoidance of touch: new insights on the emotional deficits of social anxiety. Cognition and Emotion, 31(8), 1638-1646. https://doi.org/10.1080/02699931.2016.1256867
  • Kashdan, T. B., Stiksma, M. C., Disabato, D. J., McKnight, P. E., Bekier, J., Kaji, J., & Lazarus, R. (2018). The five-dimensional curiosity scale: Capturing the bandwidth of curiosity and identifying four unique subgroups of curious people. Journal of Research in Personality, 73, 130-149. https://doi.org/10.1016/j.jrp.2017.11.011
  • Kaufman, J. C. (2012). Development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics, Creativity, and the Arts, 1-11. https://doi.org/10.1037/a0029751
  • Kidd, C., & Hayden, B. Y. (2015). The psychology and neuroscience of curiosity. Neuron, 88(3), 449-460. https://doi.org/10.1016/j.neuron.2015.09.010
  • Kwapong, O. A. T. F. (2021). Promoting assessment for learning to ensure access, equity and improvement in educational outcomes in Ghana. Journal of Interdisciplinary Studies in Education, 10(SI), 39-56. https://ojed.org/index.php/jise/article/view/2910
  • Litman, J. A. (2008). Interest and deprivation factors of epistemic curiosity. Personality and Individual Differences, 44(7), 1585-1595. https://doi.org/10.1016/j.paid.2008.01.014
  • Lyons, I. M., & Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral Cortex, 22(9), 2102-2110. https://doi.org/10.1093/cercor/bhr289
  • Maloney, E. A., Schaeffer, M. W., & Beilock, S. L. (2013). Mathematics anxiety and stereotype threat: Shared mechanisms, negative consequences and promising interventions. Research in Mathematics Education, 15(2), 115-128. https://doi.org/10.1080/14794802.2013.797744
  • Muola, J. M. (2010). A study of the relationship between academic achievement motivation and home environment among standard eight pupils. Educational Research and Reviews, 5(5), 213-217. http://ir.mksu.ac.ke/handle/123456780/4809
  • Nami, Y., Marsooli, H., & Ashouri, M. (2014). The relationship between creativity and academic achievement. Procedia-Social and Behavioral Sciences, 114, 36-39. https://doi.org/10.1016/j.sbspro.2013.12.652
  • Nauzeer, S., & Jaunky, V. C. (2021). A meta-analysis of the combined effects of motivation, learning and personality traits on academic performance. Pedagogical Research, 6(3), em0097. https://doi.org/10.29333/pr/10963
  • Nurishlah, L., Budiman, N., & Yulindrasari, H. (2020). Expressions of curiosity and academic achievement of the students from low socioeconomic backgrounds. Advances in Social Science, Education and Humanities Research, 399, 146-148. https://doi.org/10.2991/assehr.k.200130.101
  • Olkin, I., & Sampson, A. R. (2001). Multivariate analysis: Overview. International Encyclopedia of the Social & Behavioural Sciences, 10240–10247.
  • Oyedeji, S. O. (2011). Mathematics skills as predictors of science achievement in junior secondary schools. World Journal of Young Researchers, 1 (4), 60-65.
  • Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using SPSS version 18 (6th ed.). Maidenhead, Berkshire: Open University Press.
  • Sawyer, R. K. (2006). Educating for innovation. Thinking Skills and Creativity, 1(1), 41-48. https://doi.org/10.1177/016146811511701001
  • Seddoh, P. A. (2013). Factors affecting the academic performance of students of Dzolo senior high school in the Volta Region of Ghana (Doctoral dissertation) University of Cape Coast).
  • Shelley, M., & Yildirim, A. (2013). Transfer of learning in mathematics, science, and reading among students in Turkey: A study using 2009 PISA data. International Journal of Education in Mathematics, Science and Technology, 1(2), 84-95.
  • Singh, A., & Manjaly, J. A. (2022). Using curiosity to improve learning outcomes in schools. SAGE Open, 12(1), 1-15. https://doi.org/10.1177/21582440211069392
  • Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement-replicating and extending previous findings. Frontiers in Psychology, 17-30. https://doi.org/10.3389/fpsyg.2019.01730
  • Sternberg, R. J. (2015). Teaching for creativity: The sounds of silence. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 115-117. https://doi.org/10.1037/aca0000007
  • Sudarman, E. (2020). Investigation of psychological behaviour on the academic performance of high school students in Karawang, West Java, Indonesia. Psychology and Education, 57(5), 353-357.
  • Surapuramath, A. K. (2014). A study of relationship between creativity and academic achievement of secondary school pupils. International Journal of Social Science, 3, 305-309.
  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1997). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational and Psychological Measurement, 53 (1), 159-172. https://doi.org/10.1177/0013164493053001018
  • Von Stumm, S., Hell, B., & Chamorro-Premuzic, T. (2011). The hungry mind: Intellectual curiosity is the third pillar of academic. Perspectives on Psychological Science, 6(6), 574-588. https://doi.org/10.1177/1745691611421204
  • Wolfe, D. A., & Bramwell, A. (2008). Innovation, creativity and governance: Social dynamics of economic performance in city-regions. Innovation, 10(2-3), 170-182.

Details

Primary Language English
Subjects Educational Psychology
Published Date September 2022
Journal Section Creativity
Authors

Inuusah MAHAMA> (Primary Author)
UNIVERSITY OF EDUCATION, WINNEBA
0000-0002-1149-1189
Ghana

Publication Date September 30, 2022
Published in Issue Year 2022, Volume 9, Issue 3

Cite

APA Mahama, I. (2022). Combined effect of curiosity, creativity, and motivation on academic performance of senior high school students . Journal of Gifted Education and Creativity , 9 (3) , 261-272 . Retrieved from https://dergipark.org.tr/en/pub/jgedc/issue/71264/1138656

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