Comparison of the Proportion of the Cognitive Intelligence, Creativity, and Emotional Intelligence in Predicting the Academic Achievement at Different Educational Stages

The research purpose is to compare and determine the proportion of the cognitive intelligence, creativity, and emotional intelligence in predicting the academic achievement at different educational stages, namely the last years of high school, undergraduate, and postgraduate stages. 147 students were selected using cluster random sampling, from high schools across the city of Tehran, 154 of undergraduate, and 92 of postgraduate students of the Islamic Azad University of Roudehen. The research tools included the Culture-Free Cattle Test-Scale 3, to measure intelligence, The Sellier Creativity Test to measure creativity, and The Schutte Emotional Intelligence Inventory to measure emotional intelligence. In addition to the three above-mentioned tests, another questionnaire was also designed by the researcher to collect the information regarding the demographic features as well as the GPA of the previous semester of all the students participated in the research. Following the measuring of these variables in the sample group, the proportion of the role that each of the variables of cognitive intelligence, creativity, and emotional intelligence has in predicting the academic achievement was revealed through the regression analysis. The information drawn from the research showed that: Only cognitive intelligence has a significant role to predict the academic achievement in the last years of high school. At the undergraduate stage, as well as cognitive intelligence, creativity also has a significant role in predicting the academic achievement. At postgraduate stage (both master and doctorate), creativity and emotional intelligence have significant roles in predicting the academic achievement, whereas, creativity has a greater role in this regard, comparing to the undergraduate stage.