Effect of Socioeconomic Status on Emersion Adolescent Creativity
Bibliographic record
Abstract
Prior research has attempted to investigate creativity as a behavior resulting from the interaction between the cognitive abilities, social environment and personal characteristics, but very little research has look at the role of environment characteristics on Emersion Adolescent Creativity. Hence, this article focuses on the effect of socioeconomic status on emerging adolescent creativity. In other words, family economic status, father’s education and mother’s education are the three dimensions of socioeconomic status. This exploratory correlational research study examines the relationship between family economic status, father’s education and mother’s education with adolescent creativity. The sampling method was employed to select the proportion of participants using stratified and multi-stage cluster random sampling. The population of the sample was 546 high school students in Education Region 4, Tehran. The participants, 249 males and 297 females, completed two questionnaires. The adolescents completed a Demographic Characteristics Questionnaire and Abedi Creativity Questionnaire, which were used as the measuring tools in this study. The results show a significant positive correlation between family economic status and creativity (p < .01), and between parent education and creativity (p < .01). Interestingly, the analyses revealed a strongly significant positive correlation between parent education and creativity (p < .01), although none was found between males and females on creativity. Conclusions were tempered by the limitations of small to moderate correlations and small effect sizes.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".