Relação entre a criatividade e o autoconceito em contexto escolar
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2014
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A criatividade é uma característica essencial e presente em todas as etapas de desenvolvimento do indivíduo. Face às recorrentes mudanças da nossa sociedade, torna-se imprescindível estimular, desenvolver e promover todas as formas criativas de pensamento, seja a nível da formação pessoal, escolar e profissional dos sujeitos, uma vez que exigem a implementação de soluções inovadoras. A importância do estudo do autoconceito resulta do impacto que tem no comportamento do sujeito, regulando as suas acções e formas de interagir com os outros. Podemos dizer que autoconceito é a percepção cognitiva que um indivíduo constrói acerca de si, das suas potencialidades e limitações, e que estará na base da prestação e das acções do indivíduo nos mais variados contextos, como o cognitivo, o social ou o físico.
Em Portugal, a relação entre os níveis de criatividade e as dimensões do autoconceito ainda é pouco estudada, contudo, existem estudos que apontam para a relação entre ambas variáveis sugerindo que elevados níveis de criatividade encontram-se associados a altos níveis de autoconceito. Assim, o presente estudo pretende perceber a relação entre a criatividade e o autoconceito numa população de crianças e pré-adolescentes.
Para tal, foi estudada uma amostra de conveniência constituída por 207 participantes, dos quais 104 encontram-se no 4º ano de escolaridade e 103 frequentam o 6º ano de escolaridade do ensino público. Os instrumentos utilizados foram o TCT – DP (Test for Creative Thinking–Drawing Production), desenvolvido por K. Urban e H. Jellen (1996) para avaliar as formas criativas do pensamento, a Escala de Autoconceito e Autoestima de Susan Harter (1985), adaptada à população portuguesa por Peixoto e Almeida (1999) com o intuito de avaliar o autoconceito e um Questionário Sócio Demográfico.
Os resultados do estudo demonstraram que não existe uma correlação estatisticamente significativa entre a criatividade e o autoconceito. Contudo, verifica-se que algumas subescalas do autoconceito apresentam diferenças estatisticamente significativas em função do sexo e do nível socioeconómico para o 4º ano de escolaridade.
Creativity is an essential characteristic and present in all stages of development of the subject. Given the recurring changes in our society, it is essential to encourage, develop and promote all forms of creative thinking, in personal, educational and vocational training of the subjects, since they require implementing of innovative solutions. The importance of the study of self-concept results from the impact it has on the behavior of the subject y adjusting their actions and ways of interacting with others. We can say that self-concept is the cognitive perception that an individual has about themselves, their strengths and limitations, and that will be the basis of performance and actions of the individual in various contexts, such as cognitive, social or physical. In Portugal, the relationship between levels of creativity and dimensions of self-concept is still understudied, however, there are studies that indicate the relationship between the two variables suggesting that high levels of creativity are associated with high levels of self-concept. So, this study aims to understand the relationship between creativity and self-concept in a population of children and teens. To this end, we studied a convenience sample consisted of 207 participants, of which 104 are in the 4th grade and 103 attend the 6th grade of public education. The instruments used were the TCT - DP (Test for Creative Thinking - Drawing Production), developed by K. Urban and Jellen H. (1996) to evaluate the creative ways of thinking, the Self-Concept and Self-Esteem Scale by Susan Harter (1985), adapted to the Portuguese population by Peixoto and Almeida (1999), in order to evaluate the self-concept and Socio Demographic Questionnaire . The results of the study showed that there is no statistically significant correlation between creativity and self-concept, however, it appears that some subscales of self-concept show statistically significant differences by gender and socio- economic level to the 4th grade.
Creativity is an essential characteristic and present in all stages of development of the subject. Given the recurring changes in our society, it is essential to encourage, develop and promote all forms of creative thinking, in personal, educational and vocational training of the subjects, since they require implementing of innovative solutions. The importance of the study of self-concept results from the impact it has on the behavior of the subject y adjusting their actions and ways of interacting with others. We can say that self-concept is the cognitive perception that an individual has about themselves, their strengths and limitations, and that will be the basis of performance and actions of the individual in various contexts, such as cognitive, social or physical. In Portugal, the relationship between levels of creativity and dimensions of self-concept is still understudied, however, there are studies that indicate the relationship between the two variables suggesting that high levels of creativity are associated with high levels of self-concept. So, this study aims to understand the relationship between creativity and self-concept in a population of children and teens. To this end, we studied a convenience sample consisted of 207 participants, of which 104 are in the 4th grade and 103 attend the 6th grade of public education. The instruments used were the TCT - DP (Test for Creative Thinking - Drawing Production), developed by K. Urban and Jellen H. (1996) to evaluate the creative ways of thinking, the Self-Concept and Self-Esteem Scale by Susan Harter (1985), adapted to the Portuguese population by Peixoto and Almeida (1999), in order to evaluate the self-concept and Socio Demographic Questionnaire . The results of the study showed that there is no statistically significant correlation between creativity and self-concept, however, it appears that some subscales of self-concept show statistically significant differences by gender and socio- economic level to the 4th grade.
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Orientação: Sara Ibérico Nogueira
Palavras-chave
MESTRADO EM PSICOLOGIA, ACONSELHAMENTO E PSICOTERAPIAS, PSICOLOGIA, CRIATIVIDADE, AUTOCONCEITO, PSYCHOLOGY, CREATIVITY, SELF-CONCEPT