A new meta-analysis published in the Journal of Educational Psychology examines the link between creativity and academic achievement.
Aleksandra Gajda and colleagues initially selected 148 studies, but
narrowed these down to include only those studies that used a
quantitative measure of the link between creativity and academic
achievement; included more objective measures of creativity (such as the
Torrance Test of Creative Thinking) or self-report scales that showed
sufficient reliability; and used grade point average (GPA), external
exams, or researcher-developed tests to measure academic achievement.
The results showed a positive (albeit modest) relationship between
creativity and academic achievement. The relationship was significantly
stronger when creativity was measured with tests, particularly verbal
tests, rather than when it was measured using self-report scales. The
relationship was also significantly stronger when academic achievement
was measured using standardised tests, rather than using GPA. The
relationship between creativity and academic achievement was stable, no
matter when, or where, the study had been carried out.
Source: Creativity and Academic Achievement: A Meta-Analysis (2016), Journal of Educational Psychology