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1
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.
Повний текст джерелаАнотація:
<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.
2
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.
Повний текст джерелаАнотація:
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.
3
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.
Повний текст джерелаАнотація:
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.
4
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.
Повний текст джерелаАнотація:
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.
5
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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6
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.
Повний текст джерелаАнотація:
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.
7
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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8
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.
Повний текст джерелаАнотація:
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.
9
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.
Повний текст джерелаАнотація:
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.
10
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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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.
Повний текст джерелаАнотація:
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.
12
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.
Повний текст джерелаАнотація:
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.
13
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.
Повний текст джерелаАнотація:
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.
14
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.
Повний текст джерелаАнотація:
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.
15
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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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.
20
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.
Повний текст джерелаАнотація:
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.
21
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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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.
Повний текст джерелаАнотація:
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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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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Adamiw, Julia. "ART OF PEDAGOGICAL ACTION IN THE FORMATION OF TEACHER’S CREATIVE INDIVIDUALITY." Aesthetics and Ethics of Pedagogical Action, no. 15 (March 9, 2017): 66–72. http://dx.doi.org/10.33989/2226-4051.2017.15.175880.
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This article presents the essence of the concept of «creative individuality». It is proved that among educators confirms the idea that not only the identity of the teacher, his attitude, willingness and ability to act creatively is now the decisive factors of the institution, but for the education of the younger generation must be magnitude, brightness and uniqueness of each teacher’s personality, the autonomy of his actions. Based on the pedagogical and psychological theories, the development of teacher’s creative individuality is the process of his unique identity, based on positive quantitative and qualitative changes in the levels of formation components of his creative individuality; turning him into a distinctive, unique, self-effective person capable to realize himself fully in educational activities. It is noted that creative individuality of the teacher is the essential feature of his professional and pedagogical skills that characterizes the level of mastery of his educational process and art of pedagogical action. Nowadays when the world is rapidly changing, the problem of the professional’s creative personality becomes more urgent. A special role in this process belongs to vocational school teacher who makes impact on his students and creates a generation of modern professionals: creative, responsible, skilled, with innovative style of thinking and their own professional style.
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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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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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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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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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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.
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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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Lee, Seong-Suk, and Young-Sook Jang. "The Effects of Advertisement Language Reconstruction Activity on Young Children's Language Ability and Creative Personality." Institute for Education and Research Gyeongin National University of Education 37, no. 3 (November 30, 2017): 287–313. http://dx.doi.org/10.25020/je.2017.37.3.287.
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Zhurat, Yulya, Tatiana Doroshenko, Iryna Shaposhnikova, Tamara Paguta, Svetlana Bader, and Tatyana Sushchenko. "Essential Characteristics of a Primary School Teacher as a Subject of Creative Pedagogical Activity." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 319–32. http://dx.doi.org/10.18662/rrem/13.3/454.
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The article describes and analyzes three key aspects of the personality of a primary school teacher as a subject of creative pedagogical activity - Requirements for the personality of a modern primary school teacher, subjectivity of a primary school teacher in scientific discourse and activity components as a basis of professional subjectivity of a primary school teacher. The purpose of the article is to summarize the experience of Western and Eastern European scholars on the modern view of the components and activities of the subjectivity of the teacher of this profession in order to increase its didactic and educational effectiveness. It’s proved that the subjectivity of the primary school teacher is defined as a complex functional autonomy of the system, which is formed, developed, built and transformed by him in the process of life, acquisition of pedagogical education and experience of pedagogical activity. Such subject-oriented manifestations of the teacher's personality as activity (ability to conscious self-determination of creative pedagogical activity) are described; productivity (its complex ability, on the one hand, to transform the educational reality in the classroom into a humane educational environment and the student in the subject of creative learning, and on the other - to constant subjective, professional and professional self-development and self-improvement in teaching, improving the results of their activities and themselves as a subject of pedagogical activity.
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Myszkowski, Nils, Martin Storme, Andrés Davila, and Todd Lubart. "Managerial creative problem solving and the Big Five personality traits." Journal of Management Development 34, no. 6 (June 8, 2015): 674–84. http://dx.doi.org/10.1108/jmd-12-2013-0160.
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Purpose – The purpose of this paper is to provide new elements to understand, measure and predict managerial creativity. More specifically, based on new approaches to creative potential (Lubart et al., 2011), this study proposes to distinguish two aspects of managerial creative problem solving: divergent-exploratory thinking, in which managers try to generate several new solutions to a problem; and convergent-integrative thinking, in which managers select and elaborate one creative solution. Design/methodology/approach – In this study, personality is examined as a predictor of managerial creative problem solving: On one hand, based on previous research on general divergent thinking (e.g. Ma, 2009), it is hypothesized that managerial divergent thinking is predicted by high openness to experience and low agreeableness. On the other hand, because efficient people management involves generating satisfying and trustful social interactions, it is hypothesized that convergent-integrative thinking ability is predicted by high agreeableness. In all, 137 adult participants completed two divergent-exploratory thinking managerial tasks and two convergent-integrative thinking managerial task and the Big Five Inventory (John and Srivastava, 1999). Findings – As expected, divergent-exploratory thinking was predicted by openness to experience (r=0.21; p<0.05) and agreeableness (r=−0.22; p<0.05) and the convergent-integrative thinking part of managerial creative problem solving was predicted by agreeableness (r=0.28; p<0.001). Originality/value – Contrary to most research on managerial creativity (e.g. Scratchley and Hakstian, 2001), the study focuses (and provides measure guidelines) on both divergent and convergent thinking dimensions of creative potential. This study replicates and extends previous results regarding the link between personality (especially agreeableness) and managerial creativity.
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Chyzhenko, M. "Anatoliy Vasylyovych Kalabukhin: the phenomenon of a creative personality." Problems of Interaction Between Arts, Pedagogy and the Theory and Practice of Education 55, no. 55 (November 20, 2019): 76–91. http://dx.doi.org/10.34064/khnum1-55.06.
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Background. Among the music-performing professions, the conductor is perhaps the most difficult. It requires not only special musical abilities, temperament, fantasy and artistic thinking, erudition and technique, but also the ability to lead a large creative team. All these features are characteristic of Anatoliy Vasylyovych Kalabukhin. In the context of the contemporary music art of Ukraine, his name is famous, first, as a symphonic and opera conductor, and later – as the founder of one of the first opera studios at Kharkiv National University of Arts named after I. P. Kotlyarevsky. Therefore, the resonance of the 80-year history of the leading music institution of Slobozhanshchyna region, which is inseparably linked with the biography of this amazing man, an outstanding conductor and a leader who has brought up several generations of opera singers, is getting its actual sounding. The subject of the study is the life-and-work of Anatoliy Vasylyovych Kalabukhin as a prominent representative of Ukrainian musical art of the second half of the 20th–21st centuries. The purpose of the article is to give an estimation of A. V. Kalabukhin’s multi-vector activity in the aspect of the phenomenon of his personality. Analysis of recent publications on the topic. Based on the interview with A. V. Kalabukhin, other sources and information about the famous musician [research made by O. Volovnyk, T. Volovnyk, A. Mizitova, L. Kucher] the author develops a phenomenological approach to studying the master’s life-and-work in the light of his multi-vector activity, and this approach has not been used by the previous researchers. Methods. In order to understand the phenomenon of this creative personality we have involved historical-biographical (revealing the stages of the becoming and of the creative maturity of the master) and cultural (explaining the contexts of artistic life in Kharkiv and the cultural settings with which he was associated). Results. Anatoliy Vasylyovych Kalabukhin was born on June 21, 1930 in the city of Lugansk, in the family of a worker. The grandfather and father worked in the boiler department of the steam-generating plant, the mother Clavdiya Leontiyivna – in the bakery. The grandfather’s name, Kalabukha (it is the name of the boat that was turned upside down, a Cossack-scout went under it and sailed, looking for the enemy on the shore) was changed when his father served in the Red Army. Emphasizing the role of the biographical method in the study of the phenomenon of the personality of the master, it is necessary to point out the circumstances of the professional education. Anatoliy Vasylyovych had good teachers, so he not only inherited the high criteria of classical art, but also developed its foundations in the new socio-cultural realities (from the 70’s to the present days). And already on the basis of the continuity of the conducting profession, as a kind of a tradition, innovative searches were carried out in the conditions of certain challenges of the time (music theatre, educational audience or opera studio at Kharkiv Institute of Arts). The stages of A. V. Kalabukhin’s creative biography as the conductor and organizer of the artistic life of Kharkiv, in particular, the opera studio, have been revealed. The conductor’s memoirs highlight the most iconic figures and performances that reveal his professional principle and qualities. His conductor style is distinguished by the perfect sense of style and form, rhythmic harmony, sound balance of the orchestra groups, and the skilful distribution of orchestral colours. A. V. Kalabukhin is a conductor of a wide profile; he is rightly called a universalist: the activity of the maestro was large-scale and distinguished, both in the symphonic genre and the opera-symphonic one. This synthesis, in his opinion, helps to expand the artistic range of the creator, and enriches his thinking. The conclusions formulate those qualities that have ensured Kalabukhin’s leadership status and success in all areas of activity. First, the enormous inner life force – charisma. All those who spoke with A. V. Kalabukhin during the rehearsal on stage or in the classroom, note that he seems to radiate enormous energy to the creative process in the team. Secondly, his credo – the individual approach to each performer – always remains the same. During his lifetime this credo allowed him to give birth to various creative ideas, to embody his projects, to uphold his own vision of the concept of a piece of music or a play. The third factor in the creative mind is the understanding of the organics of the vocal and stage image. A. V. Kalabukhin knows the laws of human psychology, feels exactly the psycho-type of the musician. With his experience, he helps the singer to increase consciousness, to improve vocal and stage skills. Thus, the “three whales” of the master’s professional activity – conductor, teacher, and organizer – make up the phenomenon of the personality. The figure of the master is a valuable guideline for the young generation of Ukrainian musical culture. The phenomenon of Kalabukhin lies in the vital force and ability to creatively and steadily extend the traditions of classical art on the basis of the education of its carriers here, in Ukraine. The relationship with performers and the professional vision of how to open up their talent on stage are the key to the success of the educator of the young generation of the Ukrainian vocal art.
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Azis, Nur Afiah. "Profil Keterampilan Berpikir Kreatif Siswa dalam Memecahkan Masalah Matematika Ditinjau dari Kepribadian." MATEMATIKA DAN PEMBELAJARAN 6, no. 2 (December 29, 2018): 143. http://dx.doi.org/10.33477/mp.v6i2.666.
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Abstrak
Kemampuan berpikir kreatif merupakan suatu hal yang sangat diperlukan untuk mendorong seseorang terampil memecahkan masalah. Setiap orang mempunyai cara berpikir kreatif yang berbeda karena setiap orang mempunyai tipe keperibadian yang beragam. Penelitian ini bertujuan untuk mendeskripsikan profil keterampilan berpikir kreatif siswa bertipe kepribadian sanguinis, koleris, melankolis, dan phlegmatis dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif dengan subjek penelitian berjumlah tujuh siswa Gradien Private yang terdiri dari satu subjek pada masing-masing tipe kepribadian. Data yang diperoleh dalam penelitian ini yaitu data hasil tes kepribadian, data hasil tes pemecahan masalah, dan data hasil wawancara. Tes pemecahan masalah dianalisis dengan mendeskripsikan komponen-komponen berpikir kreatif, yaitu kefasihan, fleksibilitas, dan kebaruan. Hasil penelitian menunjukkan bahwa setiap tipe kepribadian mempunyai keterampilan berpikir kreatif yang berbeda-beda dalam memecahkan masalah. Tipe kepribadian phlegmatis mampu menunjukkan komponen kefasihan, fleksibilitas, dan kebaruan. Tipe kepribadian sanguinis, dan koleris mampu menunjukkan komponen kefasihan, dan fleksibilitas, sedangkan tipe kepribadian melankolis hanya mampu menunjukkan komponen kefasihan. Semua tipe kepribadian menggunakan cara coba-coba dalam memecahkan masalah.
Kata kunci: Berpikir kreatif, pemecahan masalah, tipe kepribadian.
Abstract
Creative thinking ability is needed to push everyone to solve the problem skill fully. Everyone has different way in creative thinking because everyone has different personality type. The aim of this research is to describe the profile of creative thinking skill of students personality type sanguine, choleric, melancholic, and phlegmatic in problem solving. This research is descriptive using qualitative approach. This research is conducted on 7 students at Gradien Private consist of one subjects in each personality type. The data obtained in this research are personality test data, problem solving test data, and interview data. Problem solving test is analyzed by describing the creative thinking components those are fluency, flexibility, and novelty. The result shows that each personality type has different creative thinking skill in solving problem. Phlegmatic personality types is able to show the components of fluency, flexibility, and novelty. Sanguine, and choleric personality types are able to show the components of fluency, and flexibility, but personality type of melancholic is only able to show fluency components. Those four personality types use trial and error to solve the problem
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Febriana, Rina, Zulyadaini Zulyadaini, and Aisyah Aisyah. "ANALISIS KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA BERDASARKAN TIPE KEPRIBADIAN YANG DOMINAN DI KELAS XI MIA SMA NEGERI 2 KOTA JAMBI." PHI: Jurnal Pendidikan Matematika 2, no. 1 (June 1, 2018): 33. http://dx.doi.org/10.33087/phi.v2i1.24.
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Abstract: Math is able to train logical, analytical, systematic, critical, and creative thinking of students. Mathematical critical thinking ability is a capability that supports a variety of other mathematical thinking abilities. The students' critical thinking ability is also closely related to the personality or character of the student. Personality can affect how a person behaves, thinks, or interacts with around. The personality types discussed in this study are examined from four types of temperaments by the theories of Hippocrates and Galenus. This research includes the type of qualitative research that uses descriptive qualitative research methodology. This research will be conducted on the students of class XI MIA SMA Negeri 2 Kota Jambi. The thing described in this research is the students' mathematical critical thinking based on the dominant personality type on linear program solution. The results of personality tests of the instrument adapted from the patterns of personality by Lana Bateman found 40 dominant students that is the type of phlegmatic personality. Furthermore, based on sampling technique that is purposive sampling technique, 2 students are taken as research subjects ie phlegmatic students with the highest level of critical thinking ability called first phlegmatic students and phlegmatic students with the lowest level of critical thinking ability is called second phlegmatic student. From the results obtained can be concluded that the first phlegmatic students have the level of critical thinking skills are very critical and the second phlegmatic students have a critical level of critical thinking is not critical. This is inversely between the ability to think critically and the type of phlegmatic personality. The first phlegmatic student with enough phlegmatic category has critical critical mathematical thinking and the second phlegmatic student with very high / dominant phlegmatic category, critical critical thinking ability is not critical.Keywords: Mathematical Critical Thinking Ability, Four Temperament Types
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Norlander, Torsten, Anna Erixon, and Trevor Archer. "PSYCHOLOGICAL ANDROGYNY AND CREATIVITY: DYNAMICS OF GENDER-ROLE AND PERSONALITY TRAIT." Social Behavior and Personality: an international journal 28, no. 5 (January 1, 2000): 423–35. http://dx.doi.org/10.2224/sbp.2000.28.5.423.
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The present study was performed to describe the involvement of gender-role and personality traits in a cluster of tests to ascertain individuals. creative ability. Participants were 200 students at Karlstad University. Five gender-role types, based upon masculinity/femininity scales were derived, namely the androgynic, stereotypic, retrotypic, midmost and undifferentiated types. Results indicated that the androgynic group scored higher than the other groups on creativity, creative attitude (trend), dispositional optimism and graffiti/scrawling – with the exception of the stereotypic group which scored non-significantly higher on optimism. Nor was the the androgynic group significantly different from the retrotypic group with respect to creativity – although this group scored significantly higher than did the stereotypic group. Small, or negligible, gender differences were found on the masculinity/femininity scales.
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PASICHNICHENKO, A. "FORMATION OF PRESCHOOL CHILDREN’S CREATIVITY." Pedagogical Sciences, no. 78 (December 29, 2021): 17–21. http://dx.doi.org/10.33989/2524-2474.2021.78.249780.
Повний текст джерелаАнотація:
The article reveals the urgency of the issue of forming the individual’s creative potential. The essence and characteristics of the category ‘creativity’ are clarified. The views of scientists on the structure of creativity are described. It is noted that there is no single interpretation of the concept of the category ‘creativity’ and there are different approaches to its formation. Creativity is a multidimensional formation and is defined as the ability to creative activity, as a set of intellectual, personal qualities of the individual, the individuality display and its ability to pose a problem, create new and original ideas, go beyond a given situation, solve problems, and achieve unusual results.The meaning of the category ‘a preschool child’s creativity’ is determined. It is shown that creativity is a basic quality of a preschooler’s personality along with observation, independence, initiative, responsibility, sensitivity, and justice. It is stated that preschool age is sensitive for the formation of creative activity and development of creativity, because in this age period the child actively accumulates knowledge and masters the necessary experience for creativity, shows curiosity, observation, seeks to learn new things. Intensive development of the cognitive and personal sphere and inclusion in various activities are the basis for the creativity development.Based on the analysis of the results of scientific research and pedagogical practice, a conclusion is made about the need to take into account the conditions for the formation and realization of preschoolers’ creative potential of.In particular, the creation of the necessary developmental environment that anticipates the development of the child; ensuring a positive psychological climate, which provides for a friendly atmosphere both in the family and in the preschool institution; giving the child freedom in the choice of activities, means of its implementation, methods of action and maximum avoidance of clear regulations; promoting the formation of cognitive motivation, cognitive activity by creating the necessary conditions for creative activity of the child; promoting the development of imagination, critical thinking, the formation of the ability to combine previously known methods of action with new ones, the ability to abandon the stereotypes of thinking, to offer unusual options and find alternatives in solving the given problems.
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Nelmira, Weni. "STRATEGI MENGEMBANGKAN KREATIVITAS MAHASISWA DALAM PEMBELAJARAN TATA BUSANA." JURNAL PENDIDIKAN DAN KELUARGA 9, no. 2 (June 29, 2018): 27. http://dx.doi.org/10.24036/jpk/vol9-iss2/46.
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Creativity is an important role in the education of Fashion Education because only creative individuals can produce creative ideas and products. The Fashion Education has to perform its function for the formation of character, work culture, personality, skill, knowledge, behavior and various life skill according to the demands of work world. Fashion Education is still not maximized in developing the creativity of students, especially the ability to think creatively in solving the problems of daily life that it faces. For that required the creativity of educators to foster student creativity. Student creativity will emerge, if the teacher as a pilot in the classroom also has adequate creativity. The subject matter that has been prepared in the syllabus, should be well developed to achieve the predetermined educational objectives. The development of creativity can be done with brainstorming learning, giving motivation, bringing creative people to school and not limit the student excessively by directing students to express and actualize themselves in relation to oneself, to nature, and to others.
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Kiyassova, B. A. "THE FORMATION OF A CREATIVE PERSONALITY IN THE CONDITIONS OF ONLINE EDUCATION, THE MOST IMPORTANT TASK OF HIGHER EDUCATION." BULLETIN Series of Pedagogical Sciences 69, no. 1 (May 31, 2021): 52–58. http://dx.doi.org/10.51889/2021-1.1728-5496.07.
Повний текст джерелаАнотація:
The article notes that in the context of the pandemic, when universities are forced to switch to distance learning, a creative approach to the organization of training sessions is necessary. There is no doubt that the problem of developing students ' creative abilities, reflexive thinking, aimed at deep understanding of the topics studied, performing tasks for independent work,self-development and self-education is increasing. When studying pedagogical disciplines, it is important for future teachers to understand the problems of personality formation, the content, forms and methods of organizing the educational process. The study of the factors of development and education, learning conditions requires the identification of patterns of the pedagogical process, the use of innovative technologies, the formulation of the principles of training and education, the ability to find the right solution in nonstandard situations. In this regard, the problem of the formation of a creative personality in higher education is of particular relevance.
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김지환, 배성철, 홍연숙, 최종경, 서승갑, Bae Jin Ho, 이용섭, et al. "The Effect of STEAM Education Program using Movies on the Creative Personality, Creative Problem-solving Ability and Scientific Attitude of Elementary Scientific Gifted." Journal of Science Education 38, no. 1 (April 2014): 120–32. http://dx.doi.org/10.21796/jse.2014.38.1.120.
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Orshansky, Leonid, and Iryna Kotyk. "PROJECT CULTURE OF FUTURE DESIGNERS AS A KEY FACTOR OF PROFESSIONAL FORMATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (April 27, 2022): 152–59. http://dx.doi.org/10.31499/2307-4906.1.2022.256207.
Повний текст джерелаАнотація:
The article deals with design as a cultural phenomenon that shapes society in general and man in particular, and as a type of creative professional activity. It highlights several features that determine the role and position of design in the modern socio-cultural space. The phenomenon of “project culture” is considered a special kind of design thinking and a kind of design and transformation activities. Designer culture is defined as a professionally significant quality of personality, which includes a system of values, artistic and design knowledge, skills, competencies, skills, experience and individual-creative orientation to creative design and transformation activities.The article is a generalized method of professional training of future designers, which is based on the principles of forming the culture of the project and contains the following components: 1) design and cultural qualities of the individual; 2) professional design thinking; 3) ability – the ability to formulate a project idea (design concept), on this basis to make a sketch of the project (design project), which can be implemented as a result of the project (design product). The main pedagogical conditions for the implementation of this technique are 1) involvement of future designers in the value of project culture through the formation of interests in education and project activities, acquisition of knowledge, skills, methods of artistic and project activities – creative activities; 2) the focus of theory and practice of learning on cultural, personal, psychological, technological approaches in the process of professional training of future designers; 3) co-creation of teacher and student in the process of creating a design object, their intensive and productive interaction, in which the teacher acts as a moderator, who practically and psychologically skillfully directs educational and design activities.
Keywords: design; philosophy of culture; project culture; project-transforming activity; methods; pedagogical conditions; professional training of a designer; creativity.
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Erbas, Ayhan Kursat, and Selda Bas. "The Contribution of Personality Traits, Motivation, Academic Risk-Taking and Metacognition to the Creative Ability in Mathematics." Creativity Research Journal 27, no. 4 (October 2, 2015): 299–307. http://dx.doi.org/10.1080/10400419.2015.1087235.
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Chunakhova, Lidianna, Anastasia Vnukovskaya, and Valeria Nesterova. "Speech behaviour in talk-shows on the basis of critical analysis of Oprah Winfrey's speech portrait." E3S Web of Conferences 273 (2021): 11037. http://dx.doi.org/10.1051/e3sconf/202127311037.
Повний текст джерелаАнотація:
The success of a TV personality, both in the social and professional sphere, depends on the speed and effectiveness of his thinking, creative behavior in unexpected and unpredictable situations. The ability to quickly navigate various communication situations, find a successful path contributes to success. Knowledge about speech behaviour, speech impact, as well as the ability to use speech strategies and tactics can help achieve definite goals and increase communication efficiency. The study of speech behaviour of Oprah Winfrey has been carried out within the framework of hidden pragmalinguistics. The conducted research contributes to the development of a methodology for diagnosing the personality qualities of a speaker by his speech, to the theory of studying stereotypical speech behavior of professional groups.
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PASICHNICHENKO, A. "PSYCHOLOGICAL AND PEDAGOGICAL CONDITIONS FOR PRESCHOOL CHILDREN’S CREATIVITY FORMATION." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 28 (December 31, 2021): 141–45. http://dx.doi.org/10.33989/2075-146x.2021.28.250373.
Повний текст джерелаАнотація:
The article contains a substantiation of the urgency of the issue of preschool children’s creativity formation. A number of approaches to defining the category ‘creativity,’ its components, and parameters for assessing creativity are analyzed. It is noted that modern science contains different approaches to creativity analysis and defines it as the ability to produce new, original ideas and offer non-standard solutions. It is emphasized that the category ‘creativity’ is used in some scientific studies as a synonym for ‘creation,’ but has its specific features. Creative activity is the foundation, a prerequisite for the individual’s creative potential development. It is indicated that preschool age is a sensitive period for creative component development. Creativity is defined as one of a preschool child’s key personality traits, which characterizes the child’s active position, readiness for spontaneous decisions, curiosity, ability to verbally comment on the process and result of their activities, stable motivation, developed imagination, and ability to create creative images, which are original, varied and mobile.
The article identifies the main psychological and pedagogical conditions for preschool children’s creativity formation. In particular, it emphasizes the need for a favorable psychological atmosphere, which provides a friendly attentive attitude on the part of the adult, support, praise, avoidance of inadequate criticism. Emphasis is placed on the need to create a developmental environment, all elements of which must contain the necessary incentives for creative potential, novelty, problems, designed to ensure and stimulate free choice and change of the child’s activities, to create problem situations relevant for their and available for their development. It is noted that essential conditions for creativity formation are the use of various means (experimentation, fairy tale) and the involvement of the child in various activities (play, art). Attention is focused on the fact that one of the factors of successful preschool children’s creativity formation is an adult. They should offer a personal example of a creative approach to non-standard problem solving, provide a positive example of creative behavior and create conditions for its imitation.
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Hanif, Fatima, and Nosheen Sarwat. "Proactive Personality and Innovative Work Behaviors: The mediating role of Knowledge Creation Ability." Review of Applied Management and Social Sciences 5, no. 1 (March 31, 2022): 53–65. http://dx.doi.org/10.47067/ramss.v5i1.208.
Повний текст джерелаАнотація:
The aim of this study was to understand the effect that proactive personality has on individuals’ knowledge creation ability and innovative work behaviors. This study proposed a model which assists in understanding the effects that proactive personality has on innovative work behaviors through individual knowledge creation. The results were based on data that was collected through a cross-sectional field survey. The data consisted of a diverse paired sample of employees and their supervisors (N=249) who belonged to various organizations in Pakistan. The results of the main effects regression revealed that proactive personality had a positive relationship with both knowledge creation ability and innovative work behaviors. To test the mediating hypothesis, mediating regression analysis was used which showed that individual knowledge creation ability mediated the link between proactive personality and innovative work behaviors. The results of the mediation were also confirmed through a Sobel test. The study adds to the body of knowledge by investigating the antecedents and outcomes of knowledge creation ability. In addition, it uniquely contributes to the body of research by providing an underlying mechanism through which proactive personality predicts innovative work behavior. The topic of individual knowledge creation ability that has been overlooked previously by research has been elaborated in this study.
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Gorbenko, Sergiy. "ARTISTIC EDUCATION OF STUDENTS IN THE PROJECTION OF A PERSONALLY ORIENTED APPROACH." Academic Notes Series Pedagogical Science 1, no. 195 (2021): 14–18. http://dx.doi.org/10.36550/2415-7988-2021-1-195-14-18.
Повний текст джерелаАнотація:
The article is devoted to the problem of personality-oriented education of students of general secondary education. A special place in this process belongs to the teacher. Emphasis is placed on the need to develop and implement in school practice such approaches that would be focused on the formation of students' ability to build constructive relationships with participants in the educational process in terms of mutual understanding, creative cooperation. The teacher must have a dialogical style of communication with students, cultivating in them equal subjective relationships. The content of the basic principles of personality-oriented music education and upbringing of students is covered: the subjectivity of the relationship between teacher and students (the teacher must have a dialogue style of communication with students, educating them in equal subject relations); innovative teacher training (teacher is constantly improving and uses modern innovative forms, methods and techniques of working with students); own way of the pupil's relation to a musical work, the world around, other people, to itself. (acquaintance of students with technological systems, style of activity of leading teachers of musical art, accumulation of modern methodical receptions, developments, diagnostic techniques, manuals). The pedagogical conditions of this process are offered: the presence of motivation, an important source of which is the musical needs and interests of children; experience of dialogical interaction with art, which teaches the child to understand the artistic language of the work, to realize its essence; teacher's ability to be creative; creation of personality-oriented situations in the lesson; the presence of features of the teacher's thinking (originality, predictability, accuracy, flexibility); creating a helping relationship by the teacher. Application of the personality-oriented approach to the general art education of school-age children, from our point of view, is provided by the following initial positions: the student's personality is a unique phenomenon, so this personality is worthy of respect, even if it is not exemplary; musical development of the child is the goal of the art and educational system of the school; in the process of art education and upbringing the maximum possible atmosphere of success of pupils and a high level of support of their achievements is created; the student is an active and free subject of the educational process, not passively and obediently assimilating the object of study and education; the child is taught not because to think, but because to think and think about art, music in particular; artistic and educational achievements of the student are evaluated not in comparison with other children, but in the dynamics of only his personal positive changes; the teacher perceives the purpose of artistic development of the individual as socially and professionally significant; methodological views of the teacher is a personality-oriented paradigm, the logic of which requires to build the process of general art education so that in the center of it was the personality of the student.
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Kashapov, Mergalyas. "Professionalization of creative thinking of doctors." SHS Web of Conferences 70 (2019): 08018. http://dx.doi.org/10.1051/shsconf/20197008018.
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The article deals with professionalization peculiarities of creative thinking of doctors depending on their qualification level. Thus, doctors of the highest rank have higher rate of creative attitude towards their trade, doctors of the first rank show high intuition level, whereas doctors without any rank have high imagination. Doctors without any qualifying rank tend to have various components of creative reserve, such as imagination and curiosity. The interrelation between doctors’ creative ability level and certain creativity manifestations. The high creativity level among doctors without any rank is due to high level of creative thinking. For doctors of the second rank, it is connected with the high level of imagination, and for doctors of the highest rank, it is due to the high originality level. Proof has been obtained that creative thinking and active doctors do not complain about their patients, because they create a certain meaningful field, providing for productive mutual understanding. One criterion of a gifted doctor is the efficiency of his medical activity, which is closely connected to the clinical thinking as an efficient psychic process. Discovering the unknown, due to this cognitive process, gives birth to important professional and personality formations.