Convergent Thinking, Divergent Thinking, and Openness to Experience as Predictors of Academic Success among Gifted and Nongifted Medical Students
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Background Academic success in undergraduate medical programs is shaped by multiple factors. While the role of intelligence and critical thinking has been extensively studied, the contributions of creativity-related constructs such as divergent thinking and personality traits like openness to experience remain underexplored. This study investigated these predictors of academic performance among gifted and nongifted medical students within a problem-based learning (PBL) environment Methods Data were collected from 274 Doctor of Medicine students at Arabian Gulf University during the 2024–2025 academic year. Participants completed assessments of convergent thinking (Raven’s Advanced Progressive Matrices and Watson–Glaser Critical Thinking Appraisal), divergent thinking (Alternative Uses Test and Figural Divergent Thinking Test), and openness to experience (NEO-FFI). Grade point average (GPA) score was obtained from institutional records. Hierarchical regression analyses and moderation tests were performed, controlling for age and sex Results Both convergent thinking (β = .20, p < .001) and divergent thinking (β = .25, p < .001) were significant positive predictors of GPA, whereas openness to experience showed a significant negative association (β = –.13, p = .026). Giftedness status (i.e., gifted vs. nongifted) significantly moderated the relationships of convergent and divergent thinking with GPA, indicating stronger effects among gifted students. No moderating effect was found for openness to experience. Conclusions Convergent and divergent thinking independently enhance academic performance in medical students, with amplified effects for gifted individuals. In contrast, openness to experience was negatively linked with GPA, reflecting the complex interplay between personality traits and structured medical training. These findings underscore the need for medical curricula that balance convergent reasoning with creative problem-solving while considering diverse student cognitive and personality profiles.
