2025/02/21 by Sofiia Kagan, Denis Dumas, Selcuk Acar +3 · 5 citations
Arts and Humanities · Psychology · #Affect (linguistics) #Art Education and Development #Communication #Creativity #Creativity in Education and Neuroscience #Demographics #Demography #Education, Achievement, and Giftedness #Mathematics education #Pedagogy #Psychology #Social psychology #Sociology
paper · doi:10.1080/00220973.2025.2466161
published in The Journal of Experimental Education, 1-23 (Taylor & Francis)
openalex publication_date 2025/02/21 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/25
Teachers’ judgements of their students’ psychological attributes are an important determinant of the ways that a teacher will interpret student behavior, and support student learning. Using data from 243 elementary school students, as well as their homeroom teachers (N = 41), we investigated how psychological attributes of students predicted teachers’ ratings of those students’ creativity, and how those predictions changed depending on students’ demographics. For the overall sample of students, findings showed that teachers’ ratings of students’ creativity did not significantly relate to performance measures of students’ creativity; but was most related to students’ academic achievements in reading and math. Multi-group regression across demographic groups revealed that teacher-ratings of creativity were related to measured creative performance, but only for those students who were native English speakers, were previously identified as gifted, had higher socio-economic status, or had never experienced disciplinary problems. For students outside those groups, teachers’ ratings of creativity were only positively related to students’ school achievement. For those students who were labeled by their schools as ‘behaviorally at-risk’, measured creative performance was negatively predictive of teachers’ ratings, suggesting a major disconnect between actual ability and teacher’s beliefs for those students.