Journal articles on the topic 'Personality and creative ability'
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Burch, Gerald F., Jana J. Burch, and John H. Batchelor. "Group Creative Problem Solving: The Role of Creative Personality, Process and Creative Ability." Quality Innovation Prosperity 23, no. 3 (November 30, 2019): 38. http://dx.doi.org/10.12776/qip.v23i3.1286.
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<p><strong>Purpose:</strong> Team creativity is an important factor in developing new ideas for organisations. In spite of years of creativity research, little is known about various team aspects and their affect on team creativity. This study looks at the incremental explanatory value that team creative personality and divergent thinking skill processes have on team creativity.</p><p><strong>Methodology/Approach:</strong> Individual personality, creative personality, and divergent thinking skills were collected from 349 students at a large public university in the southeast US. These students were then randomly assigned to 105 teams where they developed a novel product. Individual attributes were averaged to create team attributes that were used to determine correlations with the product creativity. Hierarchical regression was used to evaluate incremental explanatory values for each of the independent variables.</p><p><strong>Findings:</strong> Group creative personality adds approximately 36 percent more explanatory power than cognitive ability and traditional personality measures in predicting team creativity. Creative processes, like team divergent thinking ability, further increased the R<sup>2</sup> of our model from 0.54 to 0.65 demonstrating that team processes affect team creativity.</p><p><strong>Research Limitation/implication:</strong> The task used in this study was not as complex as problems being considered by organizations. However, the results are expected to be indicative of the process used for more complex problems. It is also difficult to assign causality since correlations were used to verify some of our hypothesis.</p><strong>Originality/Value of paper:</strong> This research expands the findings of team creativity by identifying factors that increase team creativity.
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Sitorus, Jonni, Nirwana Anas, and Ermaliana Waruhu. "Creative thinking ability and cognitive knowledge: Big Five personality." Research and Evaluation in Education 5, no. 2 (December 26, 2019): 85–94. http://dx.doi.org/10.21831/reid.v5i2.22848.
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This research aims at describing the ability and level of student’s creative thinking and student’s cognitive knowledge. It is qualitative research to search for data and information. Operationally, this research was conducted with some steps namely: (1) giving a set of big five personality test to 215 students to determine their personality type, (2) giving a set of creative thinking test of 215 students to measure the ability and level of their creative thinking, and (3) choosing one student randomly from each student’s personality type to be interviewed to search their cognitive knowledge. The results show that every student has a creative thinking ability, but the level of creative thinking varies. The category of student’s creative thinking ability based on Big Five Personalities is 'moderate or high'. The level of student’s creative thinking based on the big five personality is 'very creative, creative, quite creative or less creative'. The student’s cognitive knowledge based on the big five personality is drawing, designing, ascertaining, dividing, reasoning, analogy, imagining, utilizing, solving, understanding, determining, mentioning, and using trial and error.
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Arumningsih, Eys, Rina Dwi Setyawati, and Yanuar Hery Murtianto. "Students' Creative Thinking Ability in Solving Open-Ended Problems Based on Personality Type." Hipotenusa: Journal of Mathematical Society 5, no. 2 (December 17, 2023): 121–31. http://dx.doi.org/10.18326/hipotenusa.v5i2.280.
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This study aims to determine the creative thinking ability of junior high school students in solving open ended problems in terms of students' different personality types. This type of research is descriptive qualitative with instruments in the form of Hippocrates - Galenus personality type questionnaire and written test of creative thinking ability on pythagorean theorem material. The subjects of this study consisted of 31 students of class VIII A of Walisongo 1 Semarang Junior High School. The results of this study showed that (1) the results of filling out the personality type questionnaire from 31 respondents obtained 29% of students with sanguinis personality type, 19% of students with choleric personality type, 23% of students with melancholic personality type and 29% of students with phlegmatic personality type. (2) subjects with melancholic personality type have high creative thinking ability, subjects with sanguinis and choleric personality type have moderate creative thinking ability, while subjects with phlegmatic personality type have low creative thinking ability. This study also shows that each student with a different personality type can affect the creative thinking ability of each student.
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Lee, Ga Hyung. "MEDIATING EFFECTS OF CREATIVE HOME ENVIRONMENT AND SELF-DIRECTED LEARNING ABILITY ON THE RELATIONSHIP BETWEEN CREATIVE PERSONALITY AND CREATIVE ACHIEVEMENT INTENTION." Creativity Studies 17, no. 1 (April 5, 2024): 178–91. http://dx.doi.org/10.3846/cs.2024.15551.
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This study verified the mediating effects of creative home environment and self-directed learning ability on the relationship between creative personality and creative achievement intention of university students. Creative personality was set as independent variable, creative home environment and self-directed learning ability as mediating variables, and creative achievement intention as dependent variable. This study was conducted from June 10 to July 10, 2019 in Seoul, South Korea, and the participants were 587 university students. Data was collected through an online–offline test and analysed using SPSS Statistics 25.0. Creative personality affected creative achievement intention through the medium of creative home environment. However, self-directed learning ability had no mediating effect in the influence of creative personality on creative achievement intention. Therefore, creative home environment is important to improve the creative achievement intention of university students. Further, that the family’s environmental support affects the creative achievement intention to express creativity in course of development bears implications for parent education.
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Munisah, Eny. "MULTIMEDIA PEMBELAJARAN UNTUK PENINGKATAN KREATIVITAS MELUKIS DI TAMAN KANAK-KANAK." Edukasi Lingua Sastra 17, no. 1 (April 14, 2019): 72–83. http://dx.doi.org/10.47637/elsa.v17i1.107.
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Multimedia learning is very near with visual communication. The visualization of concept which is given to the learner as the conbination of pictur, diagram,graph, draft, and chart should become one. Creativity is the origin, suitable,and functional. The origin and the suittable painting of kindergarten is periodic,typology, and other.Painting of kindergarden is a pra-chart periode, while typology is visual and non visual type the indication who seldom appear with painting of children is stereotype, tranparant, lying down, perpendicular, and finanity. There are three creatives personality, they are: 1). open with experience, 2). the ability to evaluate situation based on standars of personality, 3). the ability to do experiment to play with concept. The condition above is used as basic toimprove the ability of kindergarten in peinting. They will play computer, painting, make a creative something if every person has three criterias above so he/she has a good psychology that will support to create a creative creation.
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Go, Min Seong, and Su jin Jeong. "The Influences of Playfulness, Empathic Ability and Creative Personality of Early Childhood Teachers on the Interactions between Teachers and Children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 22 (November 30, 2022): 883–901. http://dx.doi.org/10.22251/jlcci.2022.22.22.883.
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Objectives This study purpose to analyze the influences of playfulness, empathic ability and creative personality of early childhood teachers on the interactions between teachers and children by reviewing general trends about them, and figuring out their relations.
Methods This survey research of early childhood teachers in Gyeongnam and Gyeongbuk area, Data were collected from December 28, 2020 to January 22, 2021, using 335 collected questionnaires were analyzed through SPSS 25.0 program.
Results Playfulness, empathic ability, creative personality and interactions between teachers and children of early childhood teachers were generally higher than the middle levels and they had statistically significant differences depending on general characteristics including age, education, institutional type, career and children’s age in classes in charge. All playfulness, empathic ability, creative personality and interactions between teachers and children had significantly positive correlations. The factor with the highest influences on interactions between teachers and children was creative personality, and then, emphatic ability, playfulness followed in order.
Conclusions In order to make higher qualitative interactions between teachers and children, it is necessary to prepare systematic education and programs to develop early childhood teacher’s playfulness, empathic ability, and creative personality.
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von Stumm, Sophie, Audrey Chung, and Adrian Furnham. "Creative ability, creative ideation and latent classes of creative achievement: What is the role of personality?" Psychology of Aesthetics, Creativity, and the Arts 5, no. 2 (May 2011): 107–14. http://dx.doi.org/10.1037/a0020499.
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Kim, Eun Joo. "Differences in Creative Personality and Attitude, Creative Problem Solving, and Convergence Thinking of College Students According to Self-Regulation and Cognitive Flexibility Training VR Program Participation." Journal of Curriculum and Teaching 11, no. 8 (November 9, 2022): 250. http://dx.doi.org/10.5430/jct.v11n8p250.
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This study used a cognitive flexibility training VR program that can view and solve problems from various perspectives, self-regulation, and self-regulation with the super cognitive ability required for creativity to improve college students' creative personality and attitude, creative problem solving, and convergence thinking ability. In addition, differences in creative personality and attitude, creative problem solving, and convergence thinking ability were analyzed before and after participation in the program. In this study, 55 students were recruited voluntarily among four-year E University students in Gyeonggi-do. The experimental tool is VR content developed by FNI Co., Ltd. The main contents are mainly composed of improving self-control ability, strengthening positivity, and enhancing interpersonal relationships. The IBM SPSS Statistics 25 program was used to analyze the collected data to test the research question. First, frequency analysis and descriptive statistical analysis were performed to examine the mean and standard deviation of the sociodemographic factors and measurement variables of the subjects. Moreover, to determine how consistently the measuring instrument was used, the reliability was validated by calculating the Cronbach's coefficient value. Furthermore, factor analysis was utilized to minimize the number of items in the developed measurement tool by removing variables unrelated to the component to be studied. Factor analysis has the purpose of reducing variables, removing unnecessary variables, identifying variable characteristics, evaluating the validity of measurement items, and creating variables using factor scores. In addition, to confirm the statistical significance of the average values of creative personality and attitude, creative problem solving, and convergence thinking before and after participating in the VR program, a matched-sample t-test was performed. As a result of the study, it was found that participation in the self-regulation and cognitive flexibility VR program had a positive effect after participation compared to before participation in creative personality and attitude, creative problem solving, and convergence thinking.
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郭, 亚男. "The Relation between Creative Thinking Ability in Prototype Elicitation, Zeigarnik Effect and Creative Personality." Advances in Psychology 05, no. 04 (2015): 145–253. http://dx.doi.org/10.12677/ap.2015.54034.
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Stratan-Artyshkova, Tetyana. "CREATIVE AND PERFORMANCE TRAINING OF THE FUTURE TEACHER OF MUSIC ART IN THE CONTEXT OF THE HUMANISTIC PARADIGM OF EDUCATION." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 33–36. http://dx.doi.org/10.36550/2415-7988-2021-1-195-33-36.
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The article reveals the peculiarities of creative-performance training of a future teacher of musical art; analyzes the definitions of «creativity» and «performance»; proves the expediency and effectiveness of composer-performer activity in the formation of author ability, ability of a future specialist to self-expression and self-actualization in his own work. Music performance is undoubtedly a creative process, and creativity involves the creation of new products and does not exist without performance. Thus, creative-performance training of future teachers of musical art becomes significant and innovative, as it is based not only on the ability to creatively perceive, perform and interpret musical works (instrumental, vocal, choral), to express themselves in performing activities (co-creation), but also assumes the ability of future teachers to self-create, to be both the author and performer of their own work. The meaning of professional training, its qualitative characteristic is the creative and performing training of the future teacher of musical art, which is due to the theory and practice of musical education, the originality of musical and pedagogical activity and consists in solving pedagogical problems by means of musical art, is aimed at developing a personality capable of self-expression and self-realization, capable of perceiving new knowledge and experience, organizing the conditions necessary to express its subjectivity, uniqueness, unique essence.In the complex process of creative-performance activity based on artistic perception-interpretation, design of artistic image, musical work - to its creative presentation the self-expression and self-actualization of future specialists is carried out. This process implies self-realization of own forces, abilities, talents, opportunities, disclosure of all reserves of creative activity of personality, the whole complex of individual-personal qualities, objectification of essence forces in own production, various social activity, leads to transformation of personality into a subject of own life and profession.
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Jauk, Emanuel, Mathias Benedek, and Aljoscha C. Neubauer. "The Road to Creative Achievement: A Latent Variable Model of Ability and Personality Predictors." European Journal of Personality 28, no. 1 (January 2014): 95–105. http://dx.doi.org/10.1002/per.1941.
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This study investigated the significance of different well–established psychometric indicators of creativity for real–life creative outcomes. Specifically, we tested the effects of creative potential, intelligence, and openness to experiences on everyday creative activities and actual creative achievement. Using a heterogeneous sample of 297 adults, we performed latent multiple regression analyses by means of structural equation modelling. We found openness to experiences and two independent indicators of creative potential, ideational originality and ideational fluency, to predict everyday creative activities. Creative activities, in turn, predicted actual creative achievement. Intelligence was found to predict creative achievement, but not creative activities. Moreover, intelligence moderated the effect of creative activities on creative achievement, suggesting that intelligence may play an important role in transforming creative activities into publically acknowledged creative achievements. This study supports the view of creativity as a multifaceted construct and provides an integrative model illustrating the potential interplay between its different facets. © 2013 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology.
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An, Sun-Hee, and Eun-Hyun Sung. "Development of Parent Education Program Combining Art Activities and Thinking Tools to Improve Creativity and Verification of Effects." Korean Society for Creativity Education 22, no. 3 (September 30, 2022): 1–22. http://dx.doi.org/10.36358/jce.2022.22.3.1.
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The purpose of this study is to develop a parent education program by combining art activities and thinking tools, and to verify its effect on parent’s creativity (creative thinking, creative personality), creative home environment, and child's creative characteristics. The subjects of this study were 72 parents of infants attending two kindergartens located in Gyeonggi-do and Chungnam-do, and 36 parents were assigned to the experimental group and the rest to the control group. After developing a parent education program that combines art activities and thinking tools, the experimental group conducted the program twice a week for 6 weeks for a total of 12 hours, and the control group did not receive any treatment. To verify the effects of the program, the experimental group and the control group were tested for creative thinking ability, creative personality test, creative home environment test, and the child's creative characteristics test, one week before the program execution and one week after the end of the program. The collected pre and post test data were verified whether there was a difference between the experimental group and the control group through analysis of covariance (ANCOVA). The result was that the creativity parent education program developed in this study had significant effects in improving parent's creative thinking ability, enhancing parent's creative personality, creating a creative home environment, and enhancing child's creative characteristics. The significance and limitations of this study, and future research directions were discussed.
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Shevtsova, Olena. "ARTISTIC AND CREATIVE ENVIRONMENT IN THE PROCESS OF FORMATION OF MUSIC-PERFORMANCE COMPETENCE OF THE FUTURE TEACHER OF MUSIC ART." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 145–49. http://dx.doi.org/10.36550/2415-7988-2021-1-195-145-149.
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The article substantiates the pedagogical conditions determined by the essence and content of musical performance activity of the future teachers of musical art. The effective pedagogical condition is the creation of art-creative environment, which integrates competence and personality oriented scientific approaches and is based on the principle of art-pedagogical dialogue. The scientific analysis of the investigated problem allowed determining the pedagogical conditions, which are determined by the essence and content of professional training, peculiarities of art education and allow effectively building the process of formation of musical and performing competence of future teachers of musical art. Such pedagogical condition is determined by the creation of art-creative environment on the basis of competence, personality-oriented and developing learning as pedagogically organized environment, which is conditioned by the specificity of professional activity of a future music art teacher characterized by the systemic interconnection of its objects, integrity, art and aesthetic functionality, provides the use of a set of pedagogical influences, which in turn contribute to the development of professionally significant personal qualities, the formation of artistic and communicative skills, the ability to communicate in a dialogue, creative activity, and to create opportunities for creative self-expression and self-realisation. Dialogue in music pedagogy is the essential basis of music education process, its methodological principle, as the music itself is an act of interpersonal communication. The art-pedagogical dialogue presupposes subject-subject interaction of all the participants of the art communication process, provides its spiritual and emotional richness, contributes to the formation of interpreting skills, development of creative activity of every student. Creating an artistic and creative environment is an effective pedagogical condition based on interdependent scientific approaches to learning, in particular, competence and personality-oriented. Dialogue principles of interaction between teacher and student involve the creation of a new type of communication – artistic and pedagogical dialogue, based on mutual understanding, exchange of views and judgments, evaluative approaches to artistic creativity. The result of such joint activities is the organization of independent creative and exploratory activities of students, knowledge, assimilation and acquisition of creative and executive experience, ability to independent creative activity, self-regulation, self-development, self-expression and self-realization in further professional and life activities.
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Abisheva, Klara M., Kamar K. Karimova, and Aizhan K. Kapanova. "Abay as a linguistic-creative personality, a translator." Neophilology, no. 21 (2020): 183–88. http://dx.doi.org/10.20310/2587-6953-2020-6-21-183-188.
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The article deals with the interpretation of the translator’s linguistic-creative personality’s nature. The relevance of the problem is due to the fact that the translator’s creative ability issue has not yet been resolved. Nevertheless, some translator’s creative activity’s manifestations are noted in the text of the translation. The objective of the research is to study the ways of the linguistic creativity actualizing of Abay as a translator. The method of translation analysis is used, the strategy of meaning, the strategy of transformation, the strategy of associative thinking and various transformations are described. In the course of the study certain results are obtained: the possibility of manifesting the translator’s creative ability, the translator’s linguistic creativity, his egocentricity; the methods of Abay’s translation activity are comprehended and studied, as well as the strategies applied by him for the creative transformation of the source text are revealed. We pay considerable attention to individual strategies of the translator that contribute to the creative abilities’ realization. It is concluded that manifestations of egocentricity and creativity of the translator in the translation activity process are possible.
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Lee, Kyung-Hwa. "Developmental Trends of Creative Thinking Ability and Creative Personality of Elementary School Children in Korea." Gifted and Talented International 20, no. 2 (December 2005): 31–37. http://dx.doi.org/10.1080/15332276.2005.11673451.
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Кайтукова and Zakhira Kaytukova. "Developing Basic Foundations of Personality as a Mission of Education Abstracte." Socio-Humanitarian Research and Technology 3, no. 2 (June 16, 2014): 57–59. http://dx.doi.org/10.12737/4660.
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The paper tries to grasp essential foundations of a personality
as a subject for applying developmental efforts and creating
conditions for development of the so-called «basic foundations
of personality» within the educational process. The author defines
the concepts of «basic» and «secondary» personality features and
suggests that the educational process should be arranged in a systemic
manner, conducive to development of basic, rather than
secondary, personality features. The latter imply a number of personal
traits, involved in the educational space, such as potential
versatility (ambiguousness), transcendence (infiniteness), identification
ability (ability to be empathic and/or different) and selfsufficiency
(ability to be one’s own self). The paper points out
psychological and pedagogical conditions facilitating the task to
develop basic foundations of a personality, that is, conditions for
play and creative activities.
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Wolfradt, Uwe, Jörg Felfe, and Torsten Köster. "Self-Perceived Emotional Intelligence and Creative Personality." Imagination, Cognition and Personality 21, no. 4 (June 2002): 293–309. http://dx.doi.org/10.2190/b3hk-9hcc-fjbx-x2g8.
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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.
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Bialyk, Oksana. "FEATURES OF THE DEVELOPMENT OF THE CREATIVE PERSONALITY OF THE FUTURE TEACHER." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1(15) (March 30, 2024): 25–31. http://dx.doi.org/10.36690/2733-2039-2024-1-25.
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The article reveals the theoretical aspects of the development of the creative individuality of the future teacher. The aim of this article is to explore and elucidate the critical features that contribute to the development of a creative personality in future teachers, enabling them to effectively foster creativity among their students and adapt to the dynamic educational environment. Objectives: to identify the essential traits and characteristics that define a creative personality in the context of teaching; to examine the current educational frameworks and pedagogies that support or hinder the development of creativity in teacher education programs; to analyze various case studies that illustrate successful integration of creative teaching methods and the development of creative personalities in educators; to assess how cultivating a creative personality affects teaching methods, classroom environment, and student engagement and learning outcomes; to provide practical recommendations for teacher education programs on fostering creativity in their curriculum and teaching practices. It has been established that creativity, as an individual quality of personality, enables a person to activate his needs, abilities and interests, to find various ways of manifestation of individual activity. At the same time, creative self-realization, as a component of creativity, contributes to the development of personal significance, self-improvement and ensures independence in solving creative tasks by an individual. The main components of an individual's creative activity are identified: cognitive (student activity in mastering knowledge, abilities and skills, activity in creative work, self-development and self-improvement); motivational (formation of motives for creative activity, purposefulness, organization, independence); content (the formation of an active attitude of students to pedagogical activity, the integrity of the content, forms and methods of creative activity); emotional – involves the individual's ability to actively perceive the surrounding reality, the ability to communicate with peers, teachers, acceptance of collective norms of life) and effective – determines the student's desire for creative knowledge of his personality, development of his own creative potential, self-assessment of his creative abilities, etc. The external circumstances and internal aspects of the educational process, the subjective features of the personality of the student of higher education are singled out, which include: the formation of the future teacher's motivation for creative activity by means of training technologies; formation of creative potential through the creation of a creative educational environment, stimulation of the process of creative realization, promotion of the student's sense of usefulness, self-worth; the presence of models of creative behavior, they can be teachers of a higher education institution, invited practicing teachers or other outstanding personalities in the field of student training; free expression of creativity for the purpose of self-realization of the student in the process of classroom and extracurricular work.
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Ageeva, Ol'ga, Yuliya Shamsova, and Ol'ga Sitosanova. "FORMATION OF THE CREATIVE PERSONALITY OF THE JUNIOR STUDENT." Modern Technologies and Scientific and Technological Progress 1, no. 1 (May 17, 2021): 279–80. http://dx.doi.org/10.36629/2686-9896-2021-1-1-279-280.
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The article examines one of the ways of forming the creative personality of a junior
student. The main goal of teaching construction from natural material is to form in junior students the
ability to design independently and creatively.
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BARYSHEVA, T., V. GOGOLEVA, and A. DROZDOVA. "REFLECTION OF CREATIVITY: THE EXPERIENCE OF STUDYING AND DEVELOPMENT." Научное мнение, no. 1-2 (July 31, 2023): 25–35. http://dx.doi.org/10.25807/22224378_2023_1-2_25.
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The article substantiates the relevance of studying and developing the creativity reflection, which determines the perspective of the development of creative potential in the process of ontogenesis and which is the “triggering mechanism” of all self-processes of personality and a condition for successful self-realisation of personality in the future. The authors give a working definition of the “reflection of creativity” concept as a meta-ability to realise creative self-processes of personality: self-exploration, self-reconstruction, self-design and self-creation, awareness of creative achievements and individual characteristics of the “Creative Self”. The authors developed a diagnostic programme and a model of creativity reflection. The ascertaining, transforming and control stages of the study were implemented in a group of younger schoolchildren. Based on the results of the ascertaining experiment, the authors developed a transformative experiment, which is a developmental programme. Based on the empirical research, the authors determine the age specificity and dynamics of development, the correlation structure of significant indicators of creativity reflection, the features of the dynamic and contradictory process of formation of creativity reflection that contribute to the development of younger schoolchildren as subjects of creative activity.
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Turdaliyeva, Sh. "DEVELOPMENT OF CREATIVE POTENTIAL - AS A PSYCHOLOGICAL MEANS OF SOCIALIZING THE TEENAGER." DULATY UNIVERSITY BULLETIN 4, no. 12 (December 30, 2023): 72–79. http://dx.doi.org/10.55956/puwp5917.
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. The article is devoted to the problem of developing and socializing the teenagers’ creative potential. A description of main features and problem of creative potential has been developed. A system of psychological support work is proposed aimed at the correct socialization of teenagers by identifying effective ways to develop their creative potential. The ability of a person to do something is distinguished by the fact that it is characteristic of his personality that plays a leading role in performing the particular activity, manifests itself in the speed, depth and stability in solving a particular approach. The indicated factors of teeanegars’ ability group the qualities that correspond to this sphere. They are: intelligence, creativity, motivation, the individual’s social adaptation. Psychological quality, which includes the teenager’s creative abilities and is determined by the emergence of creative potential, is a high indicator of the mind at the same time with the psychological and social sphere, which is determined by personality - motivational high cognitive need, contact with the environment, general cultural and interpersonal relationships. These composite parts reflect the child’s creative potential which means that he does not need a high indicator for all four factors, but a high indicator for some ability is sufficient. And the rest of the factors are carried out in the course of training and development. Development of creative potential- arises as a result of motivational guidance of the child’s cognitive abilities, social adaptation.
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Kirsch, Christiane, Todd Lubart, and Claude Houssemand. "Creative Personality Profile in Social Sciences: The Leading Role of Autonomy." Creativity. Theories – Research - Applications 2, no. 2 (November 1, 2015): 180–211. http://dx.doi.org/10.1515/ctra-2015-0020.
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Abstract The literature on creativity has often focused on the analysis of artists and scientists. The ability to generalize these findings to respective professional sub-disciplines is examined. In particular, the present study addresses the generalizability of the personality profile of creative scientists to creative social scientists. Autonomy was found to be the most important personality feature for creativity in social sciences. These results suggest the importance of fostering an autonomous working style.
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Zilm, Frank, Ruth Ann Atchley, Sabrina Gregersen, and Maisie Alice Conrad. "The Creative Healthcare Architect." HERD: Health Environments Research & Design Journal 13, no. 2 (July 4, 2019): 119–32. http://dx.doi.org/10.1177/1937586719858761.
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The objectives of the research described in this article focus on an understanding of factors that influence creativity in healthcare design. Two areas of emphasis include the personality strengths of successful healthcare architects and elements of the current project delivery process. As part of the research, 48 healthcare architects participated in a battery of personality and creativity tests including Myers/Briggs, The Big Five, the Remote Associates Test (RAT), and an architectural creativity test. Results of the test point to strong “openness” for new ideas, particularly with the designers sampled. As a group, respondents scored low in “narcistic” bias (indicating emotional stability) and did not score high in verbal creativity. Compared to earlier studies of creative architects, the sample group included significantly fewer “perceiver” (Myers/Briggs), associated with a high level of curiosity. A second interesting finding was a significant difference between younger and older architects in the architectural creativity test. One possible hypothesis is the experience of the older architects. A second, and potentially more alarming, hypothesis is that technological disruptions are interfering with the ability to stimulate divergent thinking, particularly in the younger generation raised with smart phones and other network tools. Creativity in healthcare architecture demonstrates the case for domain-specific experience and skills along with creative input from other knowledge domains. The ability to establish group creativity may be inhibited by pressures to condense project time lines and not fully implement lean and other process strategies for exploring alternative solutions. Effective participation in group creativity tasks is particularly important for the complex world of healthcare design.
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Tsai, Kuan Chen. "Taiwanese Elementary Students’ Creativity, Creative Personality, and Learning Styles: An Exploratory Study." Alberta Journal of Educational Research 60, no. 3 (September 24, 2015): 464–73. http://dx.doi.org/10.55016/ojs/ajer.v60i3.55859.
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In the field of education, creativity has been viewed as an important ability for children’s development. The recognition of different learning styles is also important for both teachers and learners. Although a handful of studies have examined the relationship between creativity and personality, or between creativity and cognitive style, few have assessed creativity, creative personality, and learning preferences simultaneously. Thus, the purpose of this study is to explore possible linkages between these three variables in Taiwanese children. More centrally, the research empirically probes into relating the personality and cognitive-style profiles of children, with creativity as a byproduct. The major finding of this research is that creative personality is positively related to creativity. Additionally, the results of multiple regression indicated that, among the variables studied, creative personality is the only valid variable for the prediction of creativity. Unexpectedly, none of the learning dimensions served as good predictors of creativity.
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Anggraeni, Nuni, Henny Subandiyah, and Mintowati Mintowati. "The Correlation between Personality Type, Learning Motivation, and Ability to Read Poetry of Indonesian 10th Grade Students." JALL (Journal of Applied Linguistics and Literacy) 8, no. 1 (February 27, 2024): 45. http://dx.doi.org/10.25157/jall.v8i1.12702.
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The conditions of human personality and motivation significantly influence all activities undertaken, including during the learning process. The ability to recite poetry is one of the learning achievements in the Indonesian language subject in the realm of literature. This research aims to identify the conditions of personality types, learning motivation, and the ability to recite literary poetry in vocational school (SMK) students. In addition to describing each component, these three variables will be interconnected to determine the strength of the relationships that occur. The research method used is a quantitative method with a correlational research design. The population used consists of 10th-grade students at SMKN 12 Surabaya, with the research sample being 32 students from the X-2 class majoring in Creative Metal Crafts and Jewelry. Data collection is carried out using questionnaire and observation techniques. After the data is collected, a multiple correlation analysis is performed with the aim of demonstrating the relationship between the three research variables. The results of this research include: 1) The personality type of X-2 students majoring in Creative Metal Crafts and Jewelry at SMKN 12 Surabaya tends to be introverted; 2) The learning motivation of X-2 students majoring in Creative Metal Crafts and Jewelry at SMKN 12 Surabaya is in the Very Low category; 3) The ability to recite poetry of X-2 students majoring in Creative Metal Crafts and Jewelry at SMKN 12 Surabaya is classified as insufficient or falls into category D; 4) The personality type (X1) and learning motivation (X2) variables together have a positive and significant correlation in the Moderate category with the ability to recite poetry variable (Y), with a correlation coefficient value of 0.526.
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Hong, Jimyeong. "The Effects of Art Activities Using Personality Fairy Tales on Young Children’s Creative Personality and Artistic Ability." Journal of Humanities and Social sciences 21 9, no. 4 (August 30, 2018): 1573–88. http://dx.doi.org/10.22143/hss21.9.4.109.
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Kostromina, Hanna, Tetiana Svidlo, and Liliya Shkolyar. "CREATIVE POTENTIAL OF PERSONALITY: MAIN MECHANISMS OF DEVELOPMENT." Educational Discourse: collection of scientific papers, no. 31(2-3) (March 31, 2021): 39–46. http://dx.doi.org/10.33930/ed.2019.5007.31(2-3)-4.
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The difficulty of studying the phenomenon is that there is no single definition of creativity. Therefore, this is the reason for the need to substantiate the creativity characteristics and determine the main personal abilities that motivate creativity. Creativity is a means of self-realization of an individual, the characteristic essence of human existence. It is creativity that an individual realizes his inner potential in. The realization of the creative potential of individuals becomes a measure and criterion for assessing the development of the socio-cultural environment. As a means of knowing the world, creativity reveals the great potential of the human spirit, and the realization of the creative potential of a man provides the creation of new things in ideal forms and socio-practical activities. Creative activity is one of the main factors in developing human essence. The process of creative activity, the results of activity, the personality of the creator as well as the environment and conditions in which creativity is carried out can be determined in the structure of creative activity. The ability to be creative is unique to a man because a man creates a new product that did not exist before. Creativity as a complex mental activity of a man is characterized by its psychological features. Creativity begins with setting tasks to be solved within the process of activity, then there is the search for a solution. But creativity becomes full-fledged only when a person turns new ideas into a social product that becomes accessible to understanding and perception by others. Creativity is associated with the structural and functional renewal of activity, its transformation into a more perfect activity which is expressed in the newly created material and spiritual values. The self-realization of a creative personality occurs through the disclosure of the inherent creative potential which is determined by talent, creativity, willingness to carry out various forms of activity and its productivity determination.
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Lysachenko, O. D., V. I. Shepitko, N. V. Boruta, Ye V. Stetsuk, L. B. Pelypenko, O. V. Vilkhova, and O. V. Voloshina. "The Role of Creativity in Forming the Personality of the Future Medical Worker." Ukraïnsʹkij žurnal medicini, bìologìï ta sportu 7, no. 6 (December 28, 2022): 163–66. http://dx.doi.org/10.26693/jmbs07.06.163.
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The purpose of the study was to reveal the theoretical foundations of the implementation of a creative approach to education as a means of forming and developing the creative personality of the future doctor. The use of a creative approach to education helps to reveal the individual characteristics and creative abilities of each subject of the educational process, and the collective educational activity is enriched with knowledge and experience, which allows to activate the human resource as effectively as possible. A creative approach to learning helps an individual to acquire important professional qualities: the ability to adapt to changes, solve problems and learn throughout life. The signs of creativity include: the ability to formulate a problem; understanding and acceptance of new views and opinions, going beyond the traditional limits, originality (rejection of stereotypes in thinking and actions). The characteristic feature of creativity is the introduction of the latest pedagogical approaches into the educational process, teachers’ interpretation of facts, concepts and phenomena interesting for the student, the use of active learning methods, the development of the ability to analyze material, draw conclusions and express one's own opinion. The teacher's creativity consists of the active use of innovative teaching methods, the desire to be informed of educational trends, respect the opinion of students and support their ideas. In the process of training, the teacher offers students solutions to problematic professional tasks and helps them, encourages them to be creative. Students must realize the role of creativity in their future professional activity, strive for self-development and self-education. They must be able to work with information, be active participants in the educational process. They must not be afraid of making mistakes and expressing their opinions. A creative approach involves creating the atmosphere favorable for learning. It excludes criticism and provides opportunities for students to be confident in themselves and not to be afraid of mistakes. Constant use of creative tasks diversifies traditional classes. Introduction a creative approach in the educational process allows teachers to support initiatives and encourage the independent work of students. It is much easier to remember new things, while receiving emotions and using various learning methods. The following actions contribute to the development of critical thinking among students: setting problems that do not have a single solution; organization of debates, disputes and role-playing games; giving the applicant the opportunity to explain the material to fellow students independently; using research projects; encouraging the student to read and search for new sources of information. Conclusion. Creative learning environment is characterized by comfortable conditions for revealing the individual abilities of each person, tolerance and mutual respect. Creative approach to learning contributes to the professional training of a creative and highly specialized doctor
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Price, Michael, Ray Chavez, Jessica Perrotte, and Carmen Westerberg. "0067 Dreams and Personality Influence Creativity." SLEEP 46, Supplement_1 (May 1, 2023): A31. http://dx.doi.org/10.1093/sleep/zsad077.0067.
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Abstract Introduction Theoretically, during dreaming, weak associations are explored, and information is combined in novel ways, which could lead to increased creativity during waking. However, little research has explored direct relationships between dreaming and objective measures of creativity and the ability to creatively solve problems. Furthermore, personality influences dream recall frequency (DRF) and other aspects of dreaming, suggesting that the relationship between dreaming and creativity may vary based on personality. The goal of the current experiment was to determine if DRF is related to creativity and creative problem-solving, and if these relationships are influenced by personality traits. Methods Seventy-six participants completed questionnaires about dreaming and the Big 5 personality traits (neuroticism, conscientiousness, openness, extraversion, agreeableness) and completed creativity and creative problem-solving tasks. Two tasks measured creativity. In one task, participants generated as many possible uses for an object as they could in one minute. In the other, they generated novel captions for five cartoons. Creative problem-solving was measured using two classic insight problem sets: the matchstick and compound remote associates tasks. Correlations were conducted to determine if DRF is related to any personality traits and multiple regressions were conducted to determine whether DRF or any personality traits predict creativity or creative problem-solving. Results DRF was negatively correlated with agreeableness, such that individuals higher in agreeableness recalled fewer dreams. The multiple regression analyses revealed that both DRF and conscientiousness are significant predictors of divergent thinking. Neither DRF nor any personality traits predicted creative problem-solving. Conclusion These results indicate that agreeableness reduces the frequency of dream recall, perhaps because agreeable individuals try to find problem solutions immediately while awake so they do not worry about them later. Consistent with current theories, frequently recalling dreams increased creativity, suggesting that the exploration of weak or novel relationships during dreaming increases creativity while awake. Conscientiousness also predicted creativity, suggesting that self-sufficient people tend to be more creative. However, frequently recalling dreams did not increase the ability to creatively solve problems. Collectively, these results suggest that personality influences dreaming behaviors and that frequent dreaming and conscientiousness promote creativity. Support (if any)
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Jeong, Cheol-Yeong. "Types of Creative Character and Moral Education: Around Intuitive Creativity." K Association of Education Research 9, no. 2 (June 30, 2024): 79–93. http://dx.doi.org/10.48033/jss.9.2.5.
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Among human abilities, the original thinking given by God led the development ofscience and technology and the change of the times, revealing the reputation of mankind. Creativity, our ability to think about new things and the ability to enable infinite imagination,should be developed in the direction of positivity that can be continuously used in fields suchas civilization, art, culture, and science and technology education. For us living in the era ofthe 4th industrial revolution and the AI era, the direction of positivity and the ability of cognitive development to correspond to the singularity of Chat-GPT (generative pre-trainedtransformer) are required. We should consider human creativity and personality education thatconsiders direction and timeliness. This is because it is necessary to consider the peculiarityof the 4th generation Chat-GPT, which passes deep learning in the evolution of AI technologyand goes beyond some arithmetic ability in the area of human creativity and personality. Therefore, this study classified our creativity into diffuse creativity and convergent creativitybased on a moral psychological perspective, and presented four types of creative personalitybased on the characteristics of the emotional and thinking types of moral preferencedevelopment.
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LEVUS, NADIA. "Self-regard in the structure of personality behavioural manifestations." Journal of Education Culture and Society 3, no. 2 (January 12, 2020): 51–64. http://dx.doi.org/10.15503/jecs20122.51.64.
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The article focuses on the issue of self-regard connected with behavioural manifesta-tions of personality. By means of comparative, correlation and factorial analysis it is proven that positive self-regard is accompanied by a decreasing level of suicidal risk as well as by creativity growth. Self-acceptance, positive attitude towards oneself ensures a harmonious existence and a high level of personality self-identifi cation. Higher level of self-regard is revealed in younger age categories where it is based on optimistic life prospects and a creative approach to solving life problems. Creativity combined with self-liking becomes a certain ability that helps overcome crisis situations and facilitates removal of personal peculiarities connected with proneness to suicide. Among the creative skills and abilities foregrounded are creative approach, creative imagination and creative intuition.
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Kaufman, Scott Barry, Aaron Kozbelt, Paul Silvia, James C. Kaufman, Sheela Ramesh, and Gregory J. Feist. "Who Finds Bill Gates Sexy? Creative Mate Preferences as a Function of Cognitive Ability, Personality, and Creative Achievement." Journal of Creative Behavior 50, no. 4 (November 20, 2014): 294–307. http://dx.doi.org/10.1002/jocb.78.
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Nіemtchenko, І. І., V. І. Liakhovskyi, R. B. Lisenko, O. N. Liulka, O. G. Krasnov, R. M. Ryabushko, and T. V. Horodova-Andryeyeva. "PEDAGOGICAL CREATIVITY OF EDUCATORS UNDER THE CONDITIONS OF INNOVATIVE DEVELOPMENT OF MODERN EDUCATION." Актуальні проблеми сучасної медицини: Вісник Української медичної стоматологічної академії 23, no. 1 (March 13, 2023): 144–46. http://dx.doi.org/10.31718/2077-1096.23.1.144.
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A feature of modern education is innovativeness - the ability to update.
Therefore, improving the quality of modern education is impossible without the creation of an innovative space, that is, the study and active implementation of innovative pedagogical technologies in practice, the main task of which is to ensure a new quality of education, which involves improving learning, education and personality development. Innovative in terms of content and nature, the dynamics of world trends require the modern teacher to mobilize creative potential in order to provide quality educational services and train a highly qualified competitive specialist in the modern labour market. In order to achieve effective transfer of knowledge and formation of competences, the teacher must show creative initiative when choosing modern forms and methods of work of innovative orientation, using certain criteria that allow judging the effectiveness of this or that innovation, creating an appropriate atmosphere of creative, searching, innovative activity. Therefore, the teacher's creative activity becomes the main direction of the implementation of modernization reforms in education and one of the essential directions of the transition to the model of innovative development. The use of modern information technologies has a qualitative effect on the professional activity of the teacher, as a result of which he acts as an intellectual, an organizer of the educational process and a translator of the necessary knowledge, skills and abilities. The introduction of modern pedagogical technologies into the educational process requires the teacher to have serious preparation and confident mastery of the material, a clear understanding of how to perform this task, prompts him to show creative initiative, creating a basis for the full-fledged development of a creative personality, thus contributing to the acquisition of advanced pedagogical experience for quality preparation of students for future professional activities.
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Nabochuk, Alexander. "Productive Thinking and the Problem of Creativity of Personality." Collection of Research Papers "Problems of Modern Psychology", no. 56 (May 30, 2022): 129–49. http://dx.doi.org/10.32626/2227-6246.2022-56.129-149.
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the aim of our research is to study different theories of developing persons’ creativity in the paradigm of Gestalt Psychology, which differentiates between creative, productive thinking and reproductive, based on memorization, repeti-tion and reproduction; to show the main concepts of Compensatory theory, by which people develop Science, Art and other areas of culture largely to compen-sate their shortcomings; to present another theory of creativity – a Cognitive one, by which a researcher who actively interprets the world, processes of gain-ing the information, the ability to predict effectively and, at the same time, to interact creatively with the surrounding world; to display the problem of creativity in Humanistic Psychology.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization.the results of the research. The most important for the theory of creativity is the question of motivation, which A. Maslow described in terms of the hierar-chy of needs according to the principles of priority and dominance. At the heart of the creative activity of the individual there are the highest personal needs. They are the need for selfrealization, personal growth and development. Satis-fying the needs that are fixed from the bottom of this hierarchy makes it possible to understand the needs at the top of the creative paradigm and according to the participation of actors in the creation of motivational domains. The higher a person is able to rise in the paradigm of this hierarchy, the more he/she is able to demonstrate individuality, human qualities, mental health and creativity.conclusions. It is significant, from the standpoint of the Psychology of Cre-ativity, A. Maslow’s (1982) hypothesis about the existence of deficient motives related to biological needs and metaneeds (highest values, motives for personal growth), such as truth, beauty, perfection, justice. Based on our empirical re-search (Nabochuk, 2021), we concluded that people who lived fully (individuals who were selfactualizing) had the following characteristics: the effective per-ception of the reality; the acceptance of oneself, other people and the surround-ing nature; a desire for selfrealization; focusing on the problem, absorbing one’s business as an actualization of one’s vocation; authenticity – open, un-derstandable behavior in relations to themselves and to other people; the em-phasis on the simplicity and naturalness of their behavior; the independence, the autonomy in judgments; selfconfidence, adequacy of selfesteem, the ability to actualize peak experiences; public interests; deep interpersonal relationships; initiative and flexibility in the process of decision making; democratic nature of the person’s own activity; the ability to distinguish between means and goals; philosophical sense of humor; criticality and a high degree of personal reflection; direct susceptibility to a new information.
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Fitriana, Nurul, and Endah Rahaju. "PROSES BERPIKIR KREATIF SISWA SMP BERDASARKAN TAHAPAN WALLAS DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI TIPE KEPRIBADIAN EKSTROVERT – INTROVERT." MATHEdunesa 9, no. 1 (January 31, 2020): 1–8. http://dx.doi.org/10.26740/mathedunesa.v9n1.p1-8.
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The creative thinking process is a stage that passed through while thinking creative. The stages of creative thinking according to Wallas of preparation, incubation, illumination, and verification. Differences in creative thinking processes in solving mathematical problems also affect differences in student’s extrovert and introvert personality types. This study is purposed to describe the student’s creative thinking processes based on the stages of Wallas with extrovert and introvert personality types. This research is a qualitative descriptive which conducted in 8th grade SMP Negeri in Gresik 2018/2019. The subject of this research consist of one student with extrovert personality type and one student with introvert ersonality type. The other criteria of the subject are having an same gender, and great ability communication. The research instruments consist of personality type test, problem solving task, and interview guideline. The result showed that : 1) The creative thinking’s process of students with extrovert types, (a) In the preparation stage, student could read and understand the questions twice based on subject’s ability to explain back information using its own language. (b) In the incubation stage, student experienced a saturation point and could not find a solution. Then, student made physical movements for thinking about the solution. (c) In the illumination stage, student has found a solution to find the maximum benefit by looking at the already known comparisons of the problems. (d) In the verification stage, student has implemented its idea as specified at the illumination stage, but student did not re-examine the steps and the results. 2) The creative thinking’s process of students with introvert types, (a) In the preparation stage, student could read and understand the questions several times based on subject’s ability to explain back information using its own language. (b) In the incubation stage, student experienced a saturation point but still though the solution with playing the writing instrument. The student resolves the problem which will be seen at the illumination stage. (c) In the illumination stage, student found the main idea that lead to problem solving, namely seeking maximum profit by looking at the already known comparisons of the problems. (d) In the verification stage, student has implemented its idea as specified at the illumination stage, student also re-checked the steps and the results from the first stage. Keywords : Creative Thinking Process of Wallas, Solve Mathematical Problems, Extrovert and Introvert, Personality Type
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Szabó, Enikő, Attila Körmendi, Győző Kurucz, David Cropley, Timea Olajos, and Nóra Pataky. "Personality Traits as Predictors of Malevolent Creative Ideation in Offenders." Behavioral Sciences 12, no. 7 (July 21, 2022): 242. http://dx.doi.org/10.3390/bs12070242.
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Malevolent creativity, which can be defined as creativity that is deliberately planned to damage others, is a concept that explains how the capacity to generate novel and effective outcomes (creativity) may, on occasion, be misapplied. The present study used 130 male inmates of the Oradea Maximum Security Penitentiary in Romania to explore the ability of a set of personality variables (the dark triad, self-efficacy, and self-esteem) to predict malevolent creative ideation. The findings indicate that Machiavellianism and self-efficacy were significant predictors of malevolent creative ideation in the form of lying, while only Machiavellianism was a significant predictor of malevolent creative ideation in the form of hurting people. In addition, the present study found significant differences among subgroups in the sample, with more experienced offenders showing higher levels of malevolent creative ideation.
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Hidayati, Imil, Achmad Dhany Fachrudin, and Siti Nuriyatin. "Berpikir Kreatif Siswa Dalam Memecahkan Masalah Kontekstual Matematika Ditinjau Dari Tipe Kepribadian." JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN 6, no. 2 (October 31, 2020): 170–81. http://dx.doi.org/10.51836/je.v6i2.137.
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The ability to think creatively is a skill that is really needed by someone in solving problems, but everyone has a different creative way of thinking because everyone has various types of personality. The purpose of this study was to describe the analysis of students' creative thinking in solving contextual mathematics problems in terms of sanguine, choleric, melancholy, and phlegmatic personality types. This research is a descriptive study using a qualitative approach. The research subjects are four students of class VII-3 SMP Negeri 1 Krembung. Each personality type is represented by one subject. The data obtained in this study are personality test results, contextual problem solving test results, and interview data. The data obtained were analyzed by describing the components of creative thinking, namely fluency, flexibility, and novelty. The research results were obtainedphlegmatic and melancholy personality types understand the problem and the information at hand, reveal what is known and asked, and can generate diverse and different ideas. Meanwhile, sanguine and choleric personality types have not been able to generate diverse and different ideas. Phlegmatic and melancholy personality types are able to fulfill fluency, flexibility, and novelty components, sanguinis personality types have not been able to fulfill fluency, flexibility, and novelty components, whereas choleric personality types are only able to fulfill fluency components.
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Moral-Bofill, Laura, Andrés López de la Llave, and María Carmen Pérez-Llantada. "Relationships between High Ability (Gifted) and Flow in Music Performers: Pilot Study Results." Sustainability 12, no. 10 (May 24, 2020): 4289. http://dx.doi.org/10.3390/su12104289.
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Flow state is a positive mental state during which people are highly motivated and absorbed in their activity. This construct has been linked to the creative personality. Creative people differ from each other, but what they share is that they love what they do due to the pure pleasure they derive from their activity. We studied the possible relationship between people with high ability (HA) who dedicate themselves to music (students or professionals) and the flow state that occurs while they are engaged in musical activities (concert or informal event). The “Flow State for Musical Performers” (Estado de Fluidez para Intérpretes Musicales—EFIM) was used in this study. The scores of musicians with HA were compared with those of musicians who are not identified as HA. The study used a sample of 101 Spanish people (HA 28.7%, general population 71.3%). No significant statistical differences were identified in any of the EFIM subscales, except regarding the Loss of Self-Consciousness. This suggests a relationship between HA and the experience of flow, particularly with regard to loss of self-consciousness, but also with characteristics of the creative personality (capacity for enjoyment, attention and learning). Limitations of the study and future lines of research are presented.
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Bogachev, Roman, Hanna Kostromina, and Tamara Rudenko. "CREATIVE POTENTIAL OF PERSONALITY IN MODERN SOCIO-CULTURAL SPACE: FEATURES OF DEVELOPMENT AND IMPLEMENTATION." Educational Discourse: collection of scientific papers, no. 34(6) (June 12, 2021): 38. http://dx.doi.org/10.33930/ed.2019.5007.34(6)-4.
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The creative personality potential is a person's personal characteristic, and not a plurality of her personal rice, human individuality is unique and unique, and its implementation involves the creation of a new, nonexistent previously. The characteristic of creative potential is to identify its own individuality, which is expressed in emotions, feelings. The creativity is always involved in the original and non-standard tools, they are combined with already existing, create new options, which are then used in practice. The realization of the creative potential of the individual is associated with the mechanisms of its intellectual, cognitive activity. Personality, which, in our opinion, is able to realize more own resources in their lives, which sets themselves aimed by far goals, produces a vital strategy, increases its creative potential. One of the factors of the development of the creative potential of the individual is a developed imagination. Forming an imaginary image, a person applies an existing preliminary experience, analyzes the situation, develops a direction of action, creates a new image, sometimes by accident. The components of the creative potential of the individual include her spirituality. In creative activity, a person realizes his ability, reveals the enormous possibilities of spiritual potential, which is especially important in our time, when a person is offered numerous vital self-determination and here it is important to carry out the correct choice, especially if applicable to value orientations.
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Thuan, Le Cong. "Motivating follower creativity by offering intellectual stimulation." International Journal of Organizational Analysis 28, no. 4 (December 12, 2019): 817–29. http://dx.doi.org/10.1108/ijoa-06-2019-1799.
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Purpose The purposes of this paper are first to resolve the inconsistent relationship between leader intellectual stimulation and follower creativity by investigating a promising moderator and then to examine the role of follower creative ability and job autonomy as mediating mechanisms linking leader intellectual stimulation with follower creativity. Design/methodology/approach A time-lagged study was undertaken to gather data from employees working in the information technology sector in Vietnam (N = 415). This study used structural equation modeling (SEM) to analyze the gathered data. Findings This study found a positive direct relationship between leader intellectual stimulation and follower creative performance. Moreover, the follower proactive personality moderated this direct relationship. Furthermore, the results illustrated that follower creative ability and job autonomy partially mediated the positive effect of leader intellectual stimulation on follower creativity. Originality/value This is one of the first studies to investigate the moderating role of follower proactive personality in resolving the inconsistent relationship between leader intellectual stimulation and follower creativity. Moreover, with using follower creative ability and job autonomy as mediating mechanisms, this study provides evidence that leader behaviors have a partially indirect association with follower creativity through follower abilities and work characteristics.
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Niyazova, Amina Abtrakhmanovna, Tatiana Vladimirovna Korotovskikh, Anastasia Alekseevna Bobrova, German Olegovich Savateev, and Iuliia Maratovna Gibadullina. "Development of the creative orientation of the future educator personality through leading social and pedagogical practices." SHS Web of Conferences 101 (2021): 03044. http://dx.doi.org/10.1051/shsconf/202110103044.
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The transformations taking place in modern society necessitate the professional training of a mobile, creative educator who is able to creatively approach the development, implementation and development of innovative technologies in the pedagogical process. The Federal State Educational Standard of Higher Education and the Occupational Standard of an Educator make demands on the personality of a modern educator who has creative abilities and the ability to solve pedagogical problems in practice outside the box. Among the competencies of the 21st century personality, its creativity, which actualizes the process of developing the creative orientation of the future educator, is designated. One of the means of developing the creative orientation of the future educator personality is social and pedagogical practices that ensure the formation of professional skills and the development of creative thinking and cognitive creative activity of future educators. The forms of social and pedagogical practices were volunteer and pedagogical teams, in which socially significant and project activities, developing a creative orientation, creative thinking, and introspection of creative activity, have been identified. The components of the development of the personality creative orientation have been designated: motivational, intellectual-cognitive, reflexive, which formed the basis of the experimental research. The purpose of the research: to theoretically substantiate and to experimentally test the influence of social and pedagogical practices on the creative orientation development of the future educator personality. Research methods: theoretical (analysis of literature, regulatory documents); empirical (study of experience, pedagogical experiment); survey and diagnostic (map of the pedagogical assessment of the educator's abilities to innovative activity (V.A. Slastenin, L.S. Podymova), diagnostics of creative thinking in solving educational problems (I.A. Verchenko, K.Yu. Galushchak, E. Oleinik), the Assessment and Self-Assessment of Professionally Important Qualities technique (N.K. Sergeeva, V.V. Arnautova)); mathematical (methods of statistical processing of research results (F-test (Fisher's criterion))). Research results: the theoretical and methodological approaches to the development of the individual creative orientation have been highlighted; the components of the creative orientation of the future educator personality are developed, positive dynamics has been revealed, and the effectiveness of the use of social and pedagogical practices in the creative orientation development of the future educator, taking into account the methods of mathematical statistics, has been proved. Practical significance: the materials of the paper will be useful to the professional community of lecturers of pedagogical universities and researchers dealing with the problems of developing the creative orientation of the future educator personality.
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Kuzmynska, Dina. "The idea of creative reflexivity and its psychological substantiation." Psihologìâ ì suspìlʹstvo 1, no. 2024 (June 30, 2024): 159–70. http://dx.doi.org/10.35774/pis2024.01.159.
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The article argues the importance of the personality’s reflective potential as their ability to self-aware and adequately assess themselves and the surrounding world in order to act effectively in an unstable and rapidly changing natural environment and social environment. The p u r p o s e of the current investigation is the psychological substantiation of the idea of creative reflexivity as a guiding idea for the further conceptualization of the current subject field of the author’s research. The o b j e c t of study is psychodidactically actualized in the educational process of institutions of higher education the reflective potential and creative abilities of the future teacher’s personality, and its s u b j e c t is psychological conditions and peculiarities of the creative reflexivity development of the pedagogical college students in their system-creating center – a deed of creative reflection. At the same time, r e f l e x i v i t y at the level of a person is a quality, trait or state of consciousness, and r e f l e c t i o n is a mental or personal process; therefore, reflexivity is actualized and developed through the ability to reflect; then creative reflexivity is the potential for creative, non-standard, in-depth self-cognition and self-construction of a personal trait-property of an adult, namely as their original intellectual capacity for their own multiaspect self-awareness – mental and social experience, motivations and means of activity, psycho-emotional and intentional states, everyday and existential problems, process and results of one’s thinking-activity, etc. In their genesis, they go through a certain path of development from fragmentary, separate manifestations in the womb of other cognitive processes to their integral-self existence as a personality, primarily own needs, motives, deeds and as their ability for own self-awareness, self-development, self-improvement, self-creation. The methodological basis of the specialists’ creative reflexivity development in the socio-humanitarian sphere in general and of the future teacher in particular in the process of professional education within Higher education institutions is the cyclical-deed approach by A. V. Furman as the center of the post-non-classically oriented vita-cultural methodology, as well as the fundamental foundations of the modular-developmental system of education, which substantiates its social-cultural mission, based on the principles of mentality, spirituality, development, modularity.
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Chernaya, L. V., and S. E. Ignatev. "Watercolour Study of Still Life in the System of Training an Artist-Pedagogue." Prepodavatel XXI vek, no. 1/1 (March 31, 2024): 245–52. http://dx.doi.org/10.31862/2073-9613-2024-1-245-252.
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The article deals with methodical aspects of the implementation of educational-creative tasks in still life watercolor painting as a means of forming the creative personality of a future artist-pedagogue. The interrelation of professionalmethodical and artistic-creative activity of students in the conditions of academic training is revealed. The aim of the article is to analyze the educational-creative tasks in the application of watercolor sketches in painting classes for the formation of creative personality of the future artist-pedagogue in the conditions of professional training at the university. It is proved that the use of sketches in painting classes is a specific form of training organization, where future specialists improve their professional skills, develop their creative potential, expand their outlook. Attention is paid to the peculiarities of teaching aimed at the formation of students’ ability to methodically and competently perform creative works on painting, and to the means of motivation for independent artistic search while working on sketches
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Maryani, Ineu, Asep Rahmat, Ipah Latifah, Yoga Setiadi, and Dila Fardila. "An Analysis of School Counselors’ Creative Personality in West Bandung Regency." QUANTA: Jurnal Kajian Bimbingan dan Konseling dalam Pendidikan 7, no. 2 (May 31, 2023): 34–44. http://dx.doi.org/10.22460/q.v7i2.3860.
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Personality is one of the aspects of a school counselor’s professional competence, which is shown by the ability to carry out creative and innovative services. This study aims to profile and analyze school counselors’ creative personalities in West Bandung Regency. This survey study distributed a creative personality questionnaire through Google Form to sixty-eight school counselors in junior high schools in West Bandung Regency. The study result showed that 18% of the participants have low creativity, 60% have moderate creativity, and 22% have high creativity. Further scrutiny through sub variable analysis showed that 19% of participants have low creativity in terms of product, while 56% and 25% have moderate and high creativity, respectively. Regarding participants’ creative attitude, 12% exhibited a low attitude, 69% exhibited a moderate attitude, and 19% exhibited a high attitude toward creativity. Lastly, 18% of participants have low creative behaviors, 68% have moderate creative behaviors, and 16% have high creative behaviors. The result of this study could be used as empirical data for developing school counselors’ creativity.
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Lim, Myoung-Suk, and Kyung-Hwa Lee. "The Effects of Software Education Using a Smart-robot on Change in Young Children’s Creativity(Creative Ability, Creative Personality)." Korean Society for Creativity Education 18, no. 2 (June 30, 2018): 67–86. http://dx.doi.org/10.36358/jce.2018.18.2.67.
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Kim,Chung-Ja. "The relationships among motivation types of achievement goal, creative thinking ability, and creative personality of students in secondary school." SECONDARY EDUCATION RESEARCH 58, no. 3 (December 2010): 155–86. http://dx.doi.org/10.25152/ser.2010.58.3.155.
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Marchenko, N., and O. Subina. "DEVELOPMENT OF CREATIVE PERSONAL ABILITIES IN CONTINUOUS EDUCATION." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 2 (42) (2019): 42–46. http://dx.doi.org/10.17721/1728-2217.2019.0.42-46.
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The article describes the basic principles of continuing education, which consist in the systematic combination of self-education, optimaldistribution of time, human-centrism, creativity, self-reflection. The main attention is paid to the analysis of the constituent elements of the creative personality of adults. The authors analyze the factors and methods of developing creative potential in the context of continuing education. The reason for the creation of creativity is the contradiction between what is already known (stereotype) and the generation of original ideas for solving the problem. It is revealed that the driving force of personality development is to a greater extent external and internal motivation. Self-motivation is connected with acquiring information in the framework of personal interests, a sense of satisfaction from the results of successful operation of new knowledge, career growth, value in the labour market, socialization of personality. The exploration also outlines the possible structure of the creative personality of an adult student, which, according to the authors, includes the cognitive and motivational component, as well as the personal qualities of the person. Conditions and means of development of personality's creative abilities within the framework of formal and nonformal education are analyzed. It is argued that in this perspective a significant influence on the student has an environment in which the acquisition of new knowledge and their use, as well as active and non-standard methods used by the teacher during the full-time or distance learning process. It is revealed that problematic learning contributes to the dynamics of creative thinking of the individual, versatile analysis of the situation and creative problem solving, the ability to discuss and adopt other constructive ideas. The article also states that one of the ways to develop the creative abilities of adults is to develop their own projects, business plans, writing articles that reveal work experience, theoretical and practical provisions of the next developments.
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Jauk, E., M. Benedek, and A. C. Neubauer. "The road to creative achievement: A latent variable model of ability and personality predictors." Personality and Individual Differences 60 (April 2014): S45. http://dx.doi.org/10.1016/j.paid.2013.07.129.
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Spirina, A. A. "PROBLEMS OF THE INTERINFLuENCE OF CuLTuRE AND Personality: Cross-Disciplinary CONNECTIONS." Aspirantskiy Vestnik Povolzhiya 19, no. 3-4 (June 15, 2019): 12–18. http://dx.doi.org/10.17816/2072-2354.2019.19.2.12-18.
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The article is devoted to the problem of the interinfluence of culture and personality. Culture is a life forming aspect for personality. The author covers three hypostases personality obtained due to the interaction with culture described: personality as the object of culture, as a culture-bearer, and as the subject of culture. Personality also has a significant impact on culture: under the influence of personality, culture is transformed, acquiring new forms in the course of culture-creating activity of a person. Person, being a part of certain cultural and historical process, incorporates the basics of morality, traditions, and experience of generations, which become the basis for the formation of personality. Personality is not a static subject, it has the ability to choose, to develop consciously, turning to certain cultural values. In the conditions of the modern world, personality actively uses the ability to adapt, which is gained thanks to inseparable connection with culture. Besides traditions, culture gives personality spirituality, which forms the desire for self-development, for searching and finding of sense, for realizing of the essence of moral values. All this determines the need of personality for self-realization. It is directly related to the creative activity. In self-expression, personality reflects the state of cultural environment to which it belongs, and the society in which it exists. The article describes cultural process and cultural environment, where personality exists and covers the variety of cross-disciplinary approaches to its research such as sociological, philosophical, approach from the standpoint of historical sciences, psychological and cultural approaches.
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Shakhnoza Sabirova, Timur Sabirov, Antonina Kosheleva,. "Rational Forms And Methods Of Learning In Creative Universities Of Uzbekistan." Psychology and Education Journal 58, no. 1 (January 29, 2021): 178–93. http://dx.doi.org/10.17762/pae.v58i1.756.
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The purpose of the article is to outline the most effective forms and methods of teaching in universities of a creative nature in the Republic of Uzbekistan. The authors of the article pay serious attention to the current forms of education in an innovative manner. The article presents educational forms of training in creative universities, which are used in Uzbekistan and have proven their effectiveness in training. A special place is given to the forms and means of teaching, the orientation of teaching to a creative audience, the use of innovative methods that have proven their rationality in the process of educating creative workers that meet modern requirements for specialists in creative professions in modern conditions. The authors focused their attention on the problems of forming a harmoniously developed personality in the educational process of creative universities. The results of the research consist in the scientific and theoretical study and identification from the pedagogical point of view of the problems of forming a harmonious personality in the educational space. New approaches have been studied and applied in the education of Uzbekistan; favorable conditions for the effective development of the creative potential of students are highlighted. When considering the peculiarities of the educational process in creative universities, a special place was given to the creation of mechanisms for flexible thinking in students, in which the ability to vary the methods of solving various creative problems arises, to choose the most optimal ways to solve them, to find the most original forms of embodiment.