Publication: Intelligence, Personality, and Creativity : Unleashing the Power of Intelligence and Personality Traits to Build a Creative and Innovative Economy
Date
2014-11-04
ISSN
Published
2014-11-04
Author(s)
King, Elizabeth
Rogers, Halsey
Abstract
Cognitive ability, as measured by IQ and
background factors such as socioeconomic status and
demographics have historically been seen as the principal
determinants of a student s academic success. However, a
growing body of research from psychology, education,
behavioral economics and neuroscience is showing that
personality traits also predict academic and work
performance. This change in paradigm suggests that education
systems face a more complex challenge than traditionally
recognized: to work not only with the different types of
intelligence possessed by students but also with their
different personality traits in order to produce academic
success measured by cognitive and non-cognitive skills. This
paper reviews the research findings from the different
literatures (psychology, education, behavioral economics,
and neuroscience) that relate to these questions. Several
good reviews summarize the findings on aspects of these
questions, but rarely address all of the questions above. In
particular, those reviews do not shed light on how education
can improve both cognitive and non-cognitive skills and how
such skills promote creativity and labor market outcomes.
The scientific literatures on human intelligence and
personality are large, but our focus is on the subset of
research findings that relate intelligence and personality
to academic performance. Likewise, the literature on
creativity, innovation, and productivity is extensive, but
our focus will be on the research findings that relate
academic performance to creativity and, ultimately, to
productivity in the workplace.
Citation
“King, Elizabeth; Rogers, Halsey. 2014. Intelligence, Personality, and Creativity : Unleashing the Power of Intelligence and Personality Traits to Build a Creative and Innovative Economy. © World Bank, Washington, DC. http://openknowledge.worldbank.org/handle/10986/20662 License: CC BY 3.0 IGO.”