Relationship of creativity, emotional and general intelligence intelligence with academic achievement of students

Despite numerous studies of factors affecting the success of training, the problem of relationship between creativity, emotional and general intelligence is still actual. Of particular interest is the question of the role of intellectual abilities and gender of university students of different specialties in their academic performance. To solve this issue, the authors performed a study of the relationship between academic performance and psychometric indicators of analytical and creative abilities, emotional and social intelligence in 55 first-year students-mathematicians and 52 students in the humanities department. To separate the groups, the discrete optimization method was used, the software implementation of which included a binary clipping and branching algorithm. A comparative. analysis of the optimal solution for the performed clustering using minimax or additive criteria showed that the latter will allow differentiating two groups of students differing due to the general intelligence, while using the minimax criterion, the clusters differ additionally due to gender and "professional specialization. These clusters were characterized by different relations between creativity and emotional intelligence with academic average ball, i.e. at high values of general intelligence, the academic scores were negatively associated with creativity and positively with emotional intelligence whereas at the relatively low values of the intelligence the academic scores, on the contrary, positively correlated with creativity. The obtained effect of the inversion of the contribution of creativity to the success of learning can explain the reason for different points of view on the relationship between intelligence and creativity. The regression model of the academic scores is significant only for the cluster obtained using the additive criterion, characterized by a higher general intelligence. Indicators of creativity and emotional intelligence were reliable predictors of academic performance and, together with social intelligence, accounted for 26% of its variability. Thus, the application of the method of discrete optimization using the additive criterion allowed to identify groups of informative indicators of intellectual and creative abilities for a personalized approach to education.