TY - JOUR
T1 - Peer Status and Perceived Creativity
T2 - Are Popular Children Viewed by Peers and Teachers as Creative
AU - Lau, Sing
AU - Li, Wing Ling
N1 - This study was supported by Grant RGC 90-91/10 from the Research Grants Council, University Grants Committee of Hong Kong Government.
Publisher Copyright:
© 1996 by Lawrence Erlbaum Associates, Inc.
PY - 1996/10
Y1 - 1996/10
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=0009920172&partnerID=8YFLogxK
U2 - 10.1207/s15326934crj0904_6
DO - 10.1207/s15326934crj0904_6
M3 - Journal article
AN - SCOPUS:0009920172
SN - 1040-0419
VL - 9
SP - 347
EP - 352
JO - Creativity Research Journal
JF - Creativity Research Journal
IS - 4
ER -