Next Article in Journal / Special Issue
Professional Training of Future Preschool Teachers in the Field of Artistic and Aesthetic Education by Means of Contextual Learning Technologies
Previous Article in Journal
What Makes a Partner Ideal, and for Whom? Compatibility Tests, Filter Tests, and the Mating Stability Matrix
Previous Article in Special Issue
The Program “Reflexion 1”—the Condition of Intensive Formation of Metacognitive Skills in Elementary School
Open AccessArticle

Children’s Creativity and Personal Adaptation Resources

Laboratory of Psychology and Psychophysiology of Stress-Resistance and Creativity, Scientific and Educational Center “Biomedical Technologies”, Higher Medical and Biological School, South Ural State University, 454080 Chelyabinsk, Russia
*
Author to whom correspondence should be addressed.
Behav. Sci. 2020, 10(2), 49; https://doi.org/10.3390/bs10020049
Received: 28 November 2019 / Revised: 22 January 2020 / Accepted: 30 January 2020 / Published: 3 February 2020
(This article belongs to the Special Issue XVI European Congress of Psychology)
The study provides insights into the aspects of creativity, the structure of psychometric intelligence, and personal adaptation resources of senior preschool children. Creativity and intelligence are presented as general adaptation resources. Existing studies of creative ability and creativity as integral individual characteristics in the context of adaptation are analyzed. The aim is to identify varied sets of creativity and personal adaptation resource markers that differentiate groups of children in order to determine possible strategies for adaptation, preservation, and development of their creative abilities at the beginning of lyceum schooling. It embraces the use of the E. Torrance Test of Creative Thinking (TTCT) (figural version), the Wechsler Intelligence Scale for Children (WISC), and the G. Rorschach Test. A sample of the study consisted of 122 children, aged 6–7 and enrolled in a school. The average IQ score among the children was above 115 (M = 133.7, σ = 9.9). The entire sample was divided into four groups by the originality-elaboration ratio according to the TTCT. The correctness of the children’s division into the groups according to the markers of creativity and personal adaptation resources is confirmed by the discriminant analysis. We have identified the factor structure of creativity, intelligence, and personal adaptation resources in the entire sample of children and in each of the groups. In the group of preschoolers with high originality and elaboration, the resulting structure integrated the components of creativity with personal adaptation resources and intelligence scores. In the group of children with a low level of originality and elaboration, the markers of creativity, intelligence, and personal adaptation resources are not interlinked. View Full-Text
Keywords: creativity; children’s personal adaptation resources; intelligence; the Wechsler Intelligence Scale; the E. Torrance Test of Creative Thinking; the G. Rorschach Test creativity; children’s personal adaptation resources; intelligence; the Wechsler Intelligence Scale; the E. Torrance Test of Creative Thinking; the G. Rorschach Test
MDPI and ACS Style

Gryazeva-Dobshinskaya, V.G.; Dmitrieva, Y.A.; Korobova, S.Y.; Glukhova, V.A. Children’s Creativity and Personal Adaptation Resources. Behav. Sci. 2020, 10, 49.

Show more citation formats Show less citations formats
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Article Access Map by Country/Region

1
Back to TopTop