Secondary-school pupils' creativity in relation with school performance

Because of the school tasks that the pupils usually receive in the classroom and due to the standardized evaluation used in the educational system, that doesn't take into account the pupils' characteristics, we assumed that, despite the general acceptance of the fact that creativity stimulation should be an important goal of the education, this goal is not accomplished in practice in a coherent and unitary manner. The present research offers a general perspective over the way in which the figural and verbal creativity of secondary-school pupils correlates with the school performance obtained within different curricular subjects. Pupils' creativity was measured using the Torrance Tests of Creative Thinking. The statistic procedure used to verify the hypothesis was the Pearson correlation. The results highlight the existence of some significant positive and negative correlations between the figural and verbal creativity levels, on one hand, and the school performance, on the other hand, varying by the school subject.