Academic literature on the topic 'Creativity, creative attitude, emotional intelligence, personality'

The article presents an overview of the relationships between creativity and personality traits, namely, tolerance/intolerance for uncertainty, emotional intelligence, intuition, and self-assessed creativity. We report on the results of an empirical study that highlighted the importance of this Positive Triad of traits in creativity measured via the ‘Creative Cartoons’ task. Three groups of accomplished creative professional participated in the study (writers, composers, and directors), for a total n = 52. In addition to administering the Creative Cartoons task, we administered a set of assessments: self-assessed creativity (using the procedure parallel to that proposed by A. Furnham for studying self-assessed intelligence), T. Kornilova’s New questionnaire for tolerance to uncertainty (NTN), the Emotional Intelligence (EmIn) questionnaire developed by D. Lyusin, and S. Epstein’s Rational-Experiential Inventory. A correlational analyses of the relationships between the studied traits provided support for the hypotheses related to the positive role of the Positive Triad of traits in creativity. Psychometric creativity was related to self-assessed creativity and trust in intuition, whereas intuition was related to tolerance for uncertainty, in its turn related to interpersonal emotional intelligence. Intrapersonal emotional intelligence, on the other hand, was negatively correlated with interpersonal intolerance for uncertainty: thus, both emotional intelligence traits were associated with a more positive attitude towards uncertainty.

Background. One of the debated issues of modern psychology is the characteristics of the emotional sphere in the structure of a person’s intellectual and personal potential. Its most important component is emotional intelligence (EI), which can be studied from different methodological standpoints. It makes it urgent to develop appropriate diagnostic techniques. The objective: based on testing of the Russian-language version of the questionnaire “Trait Emotional Intelligent Questionnaire” (TEIQue-SF), the problem of understanding EI as an ability or personality trait, and the relationship of EI with uncertainty tolerance (UT) and emotional creativity (EC) is considered. Design. EI as a trait was measured using the approved TEI questionnaire (N= 482); as ability — using the EI questionnaire (N= 230); as attitude to uncertainty — using the new uncertainty tolerance questionnaire (N= 61); as emotional creativity — using the OEC questionnaire (N= 231). Research results. For the TEI questionnaire, a four-factor structure, similar to the original English version was confirmed. It included the following scales: “well-being”; “emotionality”; “sociality” and “self-control”. Their convergent validity with the scales of the EmIn questionnaire has been demonstrated. Relationship between tolerance to uncertainty and emotional creativity has been established, which makes it possible to talk about the positive role of emotional intelligence in personal and style self-regulation. Conclusions. The data obtained allow us to consider the psychometric characteristics of the Russian-language version of the TEI questionnaire satisfactory. The revealed positive relationship between the characteristics of EI according to the methods of TEI and EmIn, as well as links with EC, suggests the possibility of a broader interpretation of EI as a trait but also does not allow to deny its interpretation as an ability. Differences in methodological approaches regarding understanding the construct of EI do not prevent the possibility of measuring it as a variable of a person’s intellectual and personal potential interconnected with the attitude towards uncertainty and with the creative potential of a person.

The development of psychological literacy in younger classes is an urgent task of modern school, as the development of the necessary set of psychological competencies is a guarantee of their success in various spheres of life, the ability to effectively adapt to variable living conditions of society, to assimilate the social skills of behavior, to occupy an active life position, events in their surroundings. Development of emotional sector of children is a guarantee of the formation of an active, initiative, independent, pitiful personality. The disadvantages of the development of the emotional sphere in children of junior school age are the inability to establish effective communication with both adults and peers, social adaptation problems, dissemination in training. The younger school age is a synthetic period for the development of the world of emotions. Musical art has an inexhaustible potential of emotional influences, intellectual development of children, activates emotional and sensory experiences, promotes the enrichment of emotional experience, forms aesthetic feelings, artistic culture, stimulates thinking activity, level of self-consciousness, creativity, creative activity. The need for a modern teacher of musical art to carry out not only aesthetic and cultural development of the personality of the student, but also the development of its emotional sphere, requires the formation of a number of psychological and pedagogical competencies necessary for effective management of the process of musical and aesthetic education of children. The lesson of musical art has the greatest potential in expanding emotional self-awareness of schoolchildren, the development of empathic attitude towards others. The author of the article established that the development of emotional intelligence in younger classes contributes to the growth of their educational success, the ability to concentrate attention, improves the flow of memory processes. The lesson of musical art has a great potential in the formation of psychological literacy of children. The formation of the complex of psychological and pedagogical competencies in the teacher of musical art, will allow him to use music as an important tool for developing emotional self-awareness of children, ability to identify their own emotions, to give them the verbal characteristics, to understand what they encourage them, to detect empathy to others, be able to distinguish between emotional status of the others by external features.

Abstract. Creative potential realized in creative achievement changes the world and defines progress. Accordingly, the investigation of factors that contribute to the process of achieving creative accomplishments seems essential. The relationship between creativity and personality was a thoroughly studied subject almost from the very beginning of creativity research, yet even today it is still unclear whether emotion-related personality traits – specifically, trait emotional intelligence and emotional creativity – are the driving factors that help individuals with creative potential to gain creative achievements. In this study, 342 participants ( Mage = 21.87, SD = 5.84) took the Alternative Uses and Instances tasks (creative potential); the Inventory of Creative Activities and Achievements (ICAA); the Trait Emotional Intelligence Questionnaire (TEIQue); and the Emotional Creativity Inventory (ECI). Results show that trait emotional intelligence (specifically, the sociability factor) and emotional creativity (namely, the novelty aspect) moderate the relationship between creative potential and creative achievements, while this relationship is mediated by creative activities. The study provides insight into which emotional personality traits can facilitate the path from creative potential to real-life creative achievements.

This study examines the relationship between self-perceived emotional intelligence (EI) measured by the Emotional Intelligence Scale (EIS) [1] and other personality measures including the five-factor-model. The EI construct has lately been re-defined as the ability to think intelligently about emotions and to use them to enhance intelligent thinking [2]. Two studies provide support that self-reported EI is mainly associated with personality traits (extraversion, agreeableness, conscientiousness, self-perceived creativity), life satisfaction and thinking styles with only a low relation to verbal intelligence. Furthermore, persons higher in the EI dimension “emotional efficacy” produced more creative performances than persons low in this domain. These findings suggest that self-reported EI cannot be considered as a rational form of intelligence so that it does qualify to fit into the framework of personality traits.

The article deals with the results of the empirical research that allowed us to identify the functions of social intelligence of the head of the educational institution. 1. Cognitive-evaluative function is explained in determining the individual capabilities of the leader, which are actualized in order to achieve results, providing a real help to others, in determining the content of interpersonal interactions, which are due to the processes of socialization. Social intelligence provides the processing of information that is necessary for a specialist to predict the results of professional activities. On the one hand, a person, receiving information about the nature of other people’s activities, is aware of it and it is a subject to this information of mental operations that will be carried out in the future. And, on the other hand, in the process of information processing it is useful the formation of judgments about the significance of those events that take place. The information having been received by the manager often finds its explication in the manifestation of evaluative judgments about the possibility of its use, the actual levels and the achievement of certain results. In general, the processes of professional creativity are included into the paradigm of self-knowledge, which allows a person to understand himself/herself, his/her essence. Thus, the implementation of this function allows us to select the most relevant information, which is largely adequate for the current conditions of the professional activity for the realization of the specialist as a full-fledged subject (the actualization of the cognitive aspect of a cognitive activity). The latter gives the manager the opportunity to form evaluative judgments about what really happens in the world around the person. 2. Communicative and valuable function of social intelligence, related to the need to understand others, and, in turn, to be understood by them. Knowing yourself in a constant communication with other people begins as a process in which a person actively models the interaction with others and masters the norms and standards of relationships. Thus, professional communication is realized in the ability of the individual to convey certain information, to describe people’s own personal conditions, their attitude to what was perceived in the message; finally, we tell about the ability to identify intentions and targets for a particular message. In addition, the process of nonverbal communication, on the one hand, is a way to establish a connection between a man and a social environment, and, on the other hand, between the process of finding personal meanings among the values of his/her life. Accordingly, we can distinguish two dominant manifestations of communicative and valuable function: 1) creating an ideal content plan of the professional activity, which is associated with determining the situation of social action at the level of quasi-communication, which contributes to the process of understanding the another person. The leader not only communicates and perceives information, but also transforms it, formulating tasks and modeling problems that are directly related to social relationships; 2) the act of revealing oneself in another person (so-called “existential communication”), which is realized by the ability to understand, to perceive personal and socio-psychological positions of people, in analyzing the behavior of the leader, to imagine another person in his/her place or himself/herself on the place of this specialist. In our opinion, this existential communication finds its explication in the anticipation of a certain attitude, opinions, assessments of specific people or groups as a whole. The latter leads to the formation of its original, unique image, the content of which largely depends on the realism of a person’s thinking, his/her ability to perceive and summarize objectively numerous and sometimes diverse assessments of his/her personality by others, which allows the leader to really shape the image by his/her own system of values. 3. Reflexive-corrective function of social intelligence is reflected in self-knowledge and awareness of the advantages and disadvantages of social interaction, as well as changes in the process of interaction with the aim of leveling the premise of cognitive dissonance, which largely allows the leader to control his/her emotions and needs.

In today's globalizing world, more and more people claim that academic knowledge is not sufficient for the success of the individual in life. Definitions of so-called hard and soft skills have been formulated.The article discusses the main accents related to the so-called soft skills and the opportunities for development of children from pre-school and primary school age.The term "soft skills" (soft skills) is used in pedagogical theory and practice and the term context competencies. They are part of the key competences for human success at every stage of his development. Soft skills include: communication, tolerance, reassurance, mutual assistance, empathy, teamwork, leadership, negotiation, decision-making, creativity, etc. Important factors for their formation from the earliest age are the family and educational institutions, which are an essential part of the child's life.Soft skills are defined as a combination of social skills, communicative skills, character, attitude, career features, emotional intelligence, etc. They can help people to orientate in the environment, to work well with others, to achieve their goals. They are complementary to other skills such as technical, professional, academic, called "hard skills".Pedagogical literature and practice seek appropriate technologies to describe the ways in which soft skills complement the so-called "hard skills" that are technological requirements for a particular activity the student is trained to perform. Soft skills are largely leading in shaping the personality of the individual. Of particular importance for the future realization of the growing generation is that besides the academic and technical skills, key social skills are also formed.The role of soft skills is increasingly appreciated by the increasing need for individual competitiveness and the globalization of the modern world. Having a number of social qualities always has the advantage of having the same academic knowledge or technical skills.The environment in which the modern generation is growing and developing is dynamic. Children are surrounded by a huge amount of information that reaches them through different channels and regardless of their desires. Their life skills are essential when the movies they watch have unrealistic ideas and the messages and challenges of social networks and peers are attractive and accessible. Children need to be prepared to deal with the "traps" of life, to have critical thinking, to master their emotions and their relationships with others, to be able to express their ideas and defend their position with arguments.In support of the lessons learned of the need to develop “soft” skills from an early age, it is imperative that UNICEF suggests that schools introduce a module of ten important skills that children can form. These include life skills such as self-awareness, decision-making, problem solving, creative thinking, critical thinking, empathy, dealing with emotions and stress; as well as soft skills such as communicative and interpersonal skills.Unfortunately, the trend that is observed is that schools primarily focus on academic knowledge. This is due to the fact that an important factor achieved success in different types of assessments. The lack of a social educational element leads to a number of problems in adolescents - aggression, associalization, lack of communication skills, etc.

From experience of working with gifted children we could observe a gap between their intellectual and emotional functions. The purpose of this study was to explore the inter-relationships between emotional maturity and intelligence in gifted children. Emotional maturity is defined as the strength and courage to actualize individual abilities within the frame of social demands. Our hypothesis was that emotional maturity would have an affect on creativity, independent of intelligence. In the study, 221 children participated, between the ages of 9–13. All were measured for emotional maturity, intelligence and creativity. Results showed an effect of emotional maturity on creativity, as well as an effect of intelligence. Among the highly intelligent group, emotionally mature children were more creative. These results demonstrate that giftedness is conditioned not only by high intelligence but that emotional maturity has its share in it, and their interaction facilitates creative behavior — the actualization of the whole personality.

We hope to answer the following questions with this study: What are the most characteristic personality traits of students with creative talent? Are there personality traits that allow a subject to promote his or her creativity? Lastly, is there a relationship between these personality traits and a neurobiological basis for creativity? The results of this study should serve to identify and develop creative talents and to continue stimulating their divergent thinking. The BFQ-NA questionnaire, which evaluates five personality traits, and the CREA and PIC-N creativity tests, which measure creative intelligence and imagination, respectively, were administered to a sample of 244 students aged ten to twelve years old. The data from the statistical analysis indicate that Conscientiousness is the most predictive trait for creativity for CREA (B = 0.18, p < 0.001), as well as for PIC in terms of narrative creativity (B = 1.044, p < 0.001) and graphic creativity (B = 0.213, p = 0.003 and total B = 1.259, p < 0.001). Other statistically significant traits, albeit to a lesser degree than Conscientiousness, were Openness and Emotional Instability.

Although emotional intelligence (EI) is positively associated with beneficial outcomes such as higher job performance and better psychological well-being, its relationship with creativity is uncertain. To assess an overall correlation between EI and creativity, in the present study a meta-analysis of 96 correlations obtained from 75 studies with a total sample size of 18,130 was conducted. The results uncovered a statistically significant moderate correlation (r = 0.32, 95% CI, 0.26–0.38, p < 0.01) between these two constructs. Moderation analyses revealed that the link was modulated by the type of creativity/EI measure and sample characteristics, such as gender, employment status, and culture. Specifically, the link was stronger when EI and creativity were measured using subjective reports (EI: trait EI; creativity: creative behavior and creative personality) compared to objective tests (EI: ability EI; creativity: divergent thinking test, remote associate test, and creative product). In addition, the link was stronger in males compared to females, in employees compared to students, and in East Asian samples compared to Western European and American samples. Theoretical implications and future directions are discussed in detail.

The objective of this study was to investigate the relationship between emotional intelligence, work engagement, creativity and demographic variables. A non-experimental and cross-sectional survey design was used and the population consisted of 180 employees working within a call centre division of an insurance organisation in South Africa. The participating sample consisted of 85 respondents which indicated a response rate of 47.2%. The Trait Emotional Intelligence Questionnaire (TEIQue-SF), Utrecht Work Engagement Scale (UWES-17), the Creative Personality Scale (CPS) and the Alternate Uses Tasks were administered to all participants. A theoretical relationship was found by means of a literature study. The results of the empirical study suggest that there was a significant positive relationship between emotional intelligence, work engagement and creative personality. Emotional intelligence was reported to be a significant predictor of work engagement. Significant results were also found in terms of these constructs and demographic factors.
Industrial and Organisational Psychology
M. Com. (Industrial and Organisational Psychology)