A Study of Saudi Gifted Students: How IQ Affects Creativity about the Threshold Theory
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| Title: | A Study of Saudi Gifted Students: How IQ Affects Creativity about the Threshold Theory |
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| Language: | English |
| Authors: | Yusra Zaki Aboud (ORCID |
| Source: | Educational Process: International Journal. Article e2025367 2025 17. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Academically Gifted, Creativity, Intelligence Quotient, Elementary Secondary Education, Correlation, Creative Thinking |
| Geographic Terms: | Saudi Arabia |
| Assessment and Survey Identifiers: | Torrance Tests of Creative Thinking |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: Threshold theory posits that a certain minimum level of intelligence, the "threshold," is essential for creativity to emerge. Beyond this level, the influence of intelligence on creativity diminishes. This study investigates the relationship between creativity and intelligence scores among exceptionally gifted, gifted, and promising students in Saudi Arabia. Materials/methods: A sample of 3,843 students (2,176 male and 1,667 female) from grades three to ten in the Eastern Province was assessed using the Torrance Creative Thinking Test (TTCT) and the MAWHIBA intelligence assessment (MMCAT). Data collection spanned from 2021 to 2023. Results: Findings identified a breakpoint at an IQ of 118, supporting the threshold theory. The results revealed that the relationship between intelligence and creativity diminishes as intelligence scores increase. This study contributes to understanding the role of intelligence in creativity and informs the development of specialized educational programs for gifted students. Conclusion: Educators should measure children's intellect to see if they meet the necessary threshold for creativity (IQ [greater than or equal to] 118). The study suggests that gifted programs be tailored to serve individuals with average to moderately gifted intelligence, as they may have a higher association between creativity and intelligence. Furthermore, stressing creative thinking abilities in the curriculum might help pupils successfully use their intelligence, especially those who are just above the threshold. Educators must recognize that creativity can thrive in individuals with varied intelligence levels, indicating a more nuanced approach to gifted education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483655 |
| Database: | ERIC |
| Abstract: | Background/purpose: Threshold theory posits that a certain minimum level of intelligence, the "threshold," is essential for creativity to emerge. Beyond this level, the influence of intelligence on creativity diminishes. This study investigates the relationship between creativity and intelligence scores among exceptionally gifted, gifted, and promising students in Saudi Arabia. Materials/methods: A sample of 3,843 students (2,176 male and 1,667 female) from grades three to ten in the Eastern Province was assessed using the Torrance Creative Thinking Test (TTCT) and the MAWHIBA intelligence assessment (MMCAT). Data collection spanned from 2021 to 2023. Results: Findings identified a breakpoint at an IQ of 118, supporting the threshold theory. The results revealed that the relationship between intelligence and creativity diminishes as intelligence scores increase. This study contributes to understanding the role of intelligence in creativity and informs the development of specialized educational programs for gifted students. Conclusion: Educators should measure children's intellect to see if they meet the necessary threshold for creativity (IQ [greater than or equal to] 118). The study suggests that gifted programs be tailored to serve individuals with average to moderately gifted intelligence, as they may have a higher association between creativity and intelligence. Furthermore, stressing creative thinking abilities in the curriculum might help pupils successfully use their intelligence, especially those who are just above the threshold. Educators must recognize that creativity can thrive in individuals with varied intelligence levels, indicating a more nuanced approach to gifted education. |
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| ISSN: | 2147-0901 2564-8020 |
