Relationships among creativity, intelligence, and achievement measures in upward bound students

Ninety-four disadvantaged, Upward Bound students were administered a test battery of the Otis Quick-Scoring Mental Ability Test, Preliminary Scholastic Aptitude Test, Guilford's tests of Expressional Fluency, Alternate Uses, and Consequences; and the Figural Form of the Torrance Tests of Creative Thinking. Significant sex differences favoring males were obtained for Otis I J(P < −025), PSAT-Verbal (p <.01), and PSAT-Quantitative (p <.001). Females excelled males on the figural elaboration score from the TTCT (p <.001). White disadvantaged students scored significantly higher than their Indian counterparts on Otis IQ (p <.05) and higher than their black counterparts on the PSAT-Quantitative (p <.01). White students also scored significantly higher than their Indian counterparts on Guilford-Consequences — Obvious (p <.05). A varimax rotation of the correlation matrix resulted in a two-factor solution defined by intelligence-achievement scores and figural creativity. Guilford creativity tests were more closely related to the intelligence-achievement factor, while the Torrance figural creativity test remained a distinct factor. The results are discussed in relation to previous studies of the creativity-intelligence distinction.