AbstractBackground and Purpose: The aim of the study was to determine the effect of successful intelligence component training on creativity and academic performance in elementary school students.Method: The research design was a quasi-experimental pretest-posttest with a control group.. The research population included all female students of the fifth grade in elementary school in the City of Tehran in the academic year of 1397-98, who were selected using available sampling method and were randomly placed in experimental and control groups. Sixty female students were selected as samples and randomly divided into two experimental(N=30) and control (N=30) classes. Torrance's creative thinking test (1974), Form B image was used to assessment student's creativity. Students in the experimental group received the Stenberg Successful Intelligence components Training Program for 22 sessions in 45-minute, and the control group continued their regular classroom programs.Findings: Analysis of multivariate covariance showed that there was a significant difference between the two groups in creativity and academic performance (p 05/0≥) after intervention. The effect of the intervention is stable over time and the difference between the mean of the two variables of creativity and academic performance at different times is significant.Conclusion: Because successful intelligence, as a multidimensional intelligence, enhances analytical, creative, and practical thinking, successful intelligence training can be used to increase student's creativity and academic performance.
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