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Abstract
The purpose of this study was to investigate the extent to which personality traits, motivation, academic risk-taking, and metacognition explain the mathematical creative ability of high school students. The participants were 217 9th-grade students that were exceptionally high achievers. The participants responded to a set of measures about personality traits, motivation, academic risk-taking, metacognition, and creative ability in mathematics. The results revealed that although openness to experience and consciousness were significantly correlated with creative ability in mathematics, extraversion, agreeableness, and neuroticism were not correlated with the creativity scores. Moreover, intrinsic goal orientation followed by openness to experience was the most significant predictor of mathematical creative ability. Academic risk-taking was not significantly correlated with creative ability. Although knowledge of cognition and regulation of cognition showed moderate correlations with creative ability in mathematics, they failed to predict creative ability.
ACKNOWLEDGMENTS
Ayhan Kursat ERBAS is supported by the Turkish Academy of Sciences through the Young Scientist Award Program (A.K.E./TÜBA-GEBİP/2012-11).
The research reported here is based on the data from the second author's PhD Dissertation completed at the Middle East Technical University under the supervision of the first author.
We are indebted to Marc A. Runco for his encouragement and indispensible assistance and additionally grateful to the anonymous reviewers for their constructive comments and criticism.