The purpose of this study was to investigate the relationship between fluid intelligence and personality traits with divergent thinking in elementary school students. The research method was descriptive correlational. The statistical population of all elementary school students in Tabriz city in the academic year of 2018-2019 was 366 people selected by multistage cluster sampling method and based on Karjesi and Morgan table. So, firstly, from different educational areas, 2 educational districts were randomly selected and then 4 schools were selected from each district and the students of the selected regions were studied. To collect data, the Learning Styles Questionnaire (Kalb, 1984), Neo Personality Characteristics (Kasta & McCary, 2002), and Raven Children's Test (1973) were used. Data analysis was done by Pearson correlation coefficient and regression analysis. The results of this study showed that there is a positive and significant relationship between fluid intelligence and reciprocal thinking in students. There is also a positive and significant relationship between extraversion, flexibility and conscientiousness with retrospective thinking, and there is a negative and significant relationship between neuroticism and thinking and thinking.
Jafari, R., & Bafandeh, D. H. (2018). The relationship between fluid intelligence and personality traits with divergent thinking in elementary school students. Quarterly Journal of Education Studies, 4(15), 65-79.
MLA
Raheb Jafari; Dr. Hasan Bafandeh. "The relationship between fluid intelligence and personality traits with divergent thinking in elementary school students", Quarterly Journal of Education Studies, 4, 15, 2018, 65-79.
HARVARD
Jafari, R., Bafandeh, D. H. (2018). 'The relationship between fluid intelligence and personality traits with divergent thinking in elementary school students', Quarterly Journal of Education Studies, 4(15), pp. 65-79.
VANCOUVER
Jafari, R., Bafandeh, D. H. The relationship between fluid intelligence and personality traits with divergent thinking in elementary school students. Quarterly Journal of Education Studies, 2018; 4(15): 65-79.
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