Beyond the threshold: Exploring intelligence and creative potential in Indian middle school students

The threshold theory posits a notable connection between intelligence and creativity, suggesting that increased intelligence can enhance creative potential to a certain extent. However, current empirical evidence supporting this theory is somewhat limited and inconsistent. This study explores the relationship between intelligence and divergent thinking (DT) among 562 middle school students in India, aged 12 to 14, from diverse educational backgrounds, including CBSE, matriculation, and government schools. Standardized assessments were employed to evaluate both IQ and DT. The findings provide a new perspective on the threshold theory. Utilizing Necessary Condition Analysis (NCA) revealed that high intelligence is not a prerequisite for creativity. This suggests that students, regardless of their intelligence levels, have the potential to generate innovative ideas. Additionally, it highlights that creativity can manifest in ways that may not always meet the strict criteria for originality and appropriateness. The study also acknowledges its limitations and proposes avenues for future research, encouraging further investigation into the complex interplay between intelligence and creativity.