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Development of the Creative Self-Concept

100%

Karwowski M.

Creativity. Theories – Research - Applications

2015

vol. 2

issue 2

165-179

Although the creative self-concept is more and more intensively studied in the creativity literature, little is known about its developmental characteristics. In three studies presented in this paper, several hypotheses concerning the development of the creative self-concept are tested. Specifically examined are hypotheses regarding the growing specificity and clarity of the creative self-concept during development (Studies 1 and 2) and changes in it during the lifespan (Study 3).The results show that although the creative selfconcept is formed at about 10 years of age, by 12 years old it remains somewhat poorly clarified. Changes in the creative self-concept are observed mainly in the transition period between late adolescence and early adulthood (when it grows) and medium and late adulthood (when it diminishes). Creativity - a specific interplay between imagination, improvisation, and innovation

Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities

88%

Gralewski J., Gajda A., Wiśniewska E., Lebuda I., Jankowska D. M.

Creativity. Theories – Research - Applications

2016

vol. 3

issue 1

152-177

The aim of this study is the analysis of creativity changes across life, particularly the widely discussed crisis periods in the development of creative abilities. A large and diversified sample of Poles (N = 4898 aged from 4 to 21 years), at each educational stage of the Polish education system, from pre-schoolers, through primary school students, middle-school students, secondary-school students and finally university students completed the Test for Creative Thinking – Drawing Production. The observed changes showed a nonlinear pattern in the development of creativity with diverse declines and increases in creative abilities. These trends are different for each of the assessment criteria of the TCT-DP and at least three different trajectories were identified. The adolescent slump was confirmed for three of the 14 assessment criteria as well as the total TCT-DP score. What was not noted however was: a slump caused by entry into formal schooling, (age 6 vs 7), 4th grade slump, (age 9 vs 10) and 6th grade slump (age 11 vs 12). We discuss possible reasons for and consequences of the findings.

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2 Creativity. Theories – Research - Applications

1 Gajda A.

1 Gralewski J.

1 Jankowska D. M.

1 Karwowski M.

1 Lebuda I.

1 Wiśniewska E.

1 2016

1 2015

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Development of the Creative Self-Concept

Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities