The relationship creativity with achievement student’s girl and boy majoring at Humanities, Mathematics and Science

This study aimed at studying the relations between creativity of male and female high school students majoring at Humanities, Mathematics or Science with their academic achievement. 320 students (176 male and 144 female) were selected through cluster sampling who responded to creativity questionnaire. Academic achievement was measured by students’ GPA. Data were analyzed through Pearson Correlation Coefficient, Stepwise regression Analysis and Analysis of Variance. Results revealed Fluidity and Expansion, as components of creativity, were respectively the most powerful predictors of academic achievement. Multivariate Analysis of Variance showed components of creativity were not different by students’ major of study. Additionally, results of Analysis of Variance indicated there were no gender differences in components of creativity. This research provides useful and effective evidence to principals, teachers, and educational planners that forces them to pay special attention to creating an environment based on mutual trust and respect in schools, and that they have an understanding of ability. Have different people and talents and pay attention to these individual differences in teaching, evaluation and academic guidance, and allow the student to express and develop his / her abilities. This personal and individual attention to and providing a relatively calm atmosphere enables students to discover themselves, which may lead to the concept of self-concept, and apart from this growth and flourishing, individual skills affect academic performance.