Prediction of creativity and personality types on the basis of mathematicstalentand personality types in primary school gifted students

Subject Areas : Educational

Mansoureh Bahramipour ¹ , Ahmad Abedi ² , Salar Faramarzi ³ , Mokhtar Malekpour ⁴ , Ahmad Yarmohammadian ⁵

1 - PhD student Psychology , Faculty of psychology and Educational Sciences, University of Isfahan, Isfahan, Iran.
2 - Corresponding author, Associate Professor of Faculty of psychology and Educational Sciences. University of Isfahan, Isfahan, Iran
3 - Associate Professor of Faculty of psychology and Educational Sciences, University of Isfahan, Isfahan, Iran.
4 - Professor of Faculty of psychology and Educational Sciences. University of Isfahan, Isfahan, Iran.
5 - Associate Professor of Faculty of psychology and Educational Sciences. University of Isfahan, Isfahan, Iran.

Received: 2017-05-30 Accepted : 2018-06-04 Published : 2018-10-23

Keywords: gifted students, personality types, Creativity, mathematics talent, primary school,

Abstract :

The aim of this study wasto predict mathematics talent on the basis of creativity and personality types in primary school gifted students. The research tools wereWechsler Intelligence Scale for Children, fourth edition (2003), Torrance Tests of Creative Thinking (1372), Personality TpesIndex (Murphy – Meiesger, 2011),and the researcher-developed MathematicsTalent Evaluation Scale (Teacher Form). The statistical population comprisedofall the sixth grade primary school gifted students of Esfahan, from whom 282 students (148 girls and 134 boys) with an IQ of 130 and above were selected. The results of the structural equation modeling revealed that the data fitted the model and that the variables creativity and personality types predicted%38 of the variance for the variable mathematics talent, and the effect of both variables of creativity and personality types on mathematics talent was significant (P<0.05).Therefore, using both variables, mathematics talent can be directly predicted at about average and above.

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