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Abstract This study involved 633 Grade 5 Chinese students in Hong Kong. Based on peer nominations, students were divided into 5 status groups: average, popular, neglected, rejected, and controversial. The perception of students' degree of creativeness was obtained by peer nomination and by teacher ratings. Results from 2~way analyses of variance showed significant sex and group differences in peer-nominated creativity and group differences in teacher-rated creativity. Among students, boys were regarded by classmates as more creative than girls. Contrasts of the average group with the other groups were statistically significant except with the rejected group. In regard to teacher-rated creativity, the differences between the average and the other groups were much less extensive, with only the popular group a little higher than the average group. Overall, peer status and perceived creativity were highly related. Students tended to make greater differentiation in judging creativity than did the teachers.
Lau et al. (Tue,) studied this question.