In this study, it was examined whether both intelligence and creativity significantly predict giftedness in students aged seven to thirteen years. More specifically, we investigated whether...Show moreIn this study, it was examined whether both intelligence and creativity significantly predict giftedness in students aged seven to thirteen years. More specifically, we investigated whether giftedness can be predicted by spatial as well as verbal intelligence, creative problem-solving and mathematical creativity. Results from previous research have indicated that these factors are interrelated, especially spatial intelligence and mathematical creativity. Four hypotheses were described, based on an extensive and diverse body of literature. The current used sample consisted of 310 participants, of which 36 children were gifted. After conducting forty logistic regression analyses, we concluded that, overall, only spatial intelligence was a significant predictor of giftedness, having significant p-values in 80% of the analyses for specifically this predictor. The other three variables were not found to significantly predict giftedness, as they were significant predictors in only 20%, 30% or none of the analyses. These findings highlight the need to differentiate between subtypes of giftedness. Therefore, the present conclusions are of significant importance for the improvement and broadening of gifted assessment instruments, scientifical developments with reference to the concept, theories and definition of giftedness and specialized educational programs in both primary and secondary school for gifted students. Optimizing educational programs for gifted students provide them with more opportunities to optimize their learning experience and to flourish at school. Future research on subtypes of giftedness will enable more confident conclusions about the importance of creativity in the concept of giftedness, hence contributing to improvements of giftedness assessments and policies for gifted education.Show less
