A Questionnaire explanation of the Relationship between Schizotypy, Creativity, and Academic Achievement

Potter, Louise (2011) A Questionnaire explanation of the Relationship between Schizotypy, Creativity, and Academic Achievement. Manchester Metropolitan University. (Unpublished)

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Abstract

The study aimed to investigate the relationship between creativity and schizotypy, whilst assessing the best measure of creativity in relation to schizotypy. Further, the relationship between academic achievement and both creativity and schizotypy will be explored. The Biographical Inventory of Creative Behaviours (Batey, 2007), The IPIP scales of creativity and imagination (Goldberg, 1992; 1999), and DT tests measured creativity and The Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE – Short Form) (Mason et al, 2005) measured schizotypy. Academic achievement was measured in terms of UCAS points. Eighty participants (M = 34, F = 46) of all ages completed the online questionnaire. Pearson’s correlations, Fisher’s r transformation to z and step-wise multiple regressions were employed when assessing both creativity-schizotypy and academic achievement relationships. DT did not correlate with schizotypy whereas self-reported measures positively correlated with schizotypy (p <.001). Academic achievement did not significantly correlate with schizotypy, BICB, or DT, however correlated with IPIP Creativity. In conclusion, self-reported measures are good tests of creativity in relation to schizotypy and should be included in future research, as should creative styles.