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1

Notes on Creative Potential and Its Measurement1

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Karwowski M.
Creativity. Theories – Research - Applications
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2015
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vol. 2
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issue 1
4-16
EN
The discussion raised by the Glăveanu target paper (Glăveanu, 2014) continues in the second issue of “Creativity. Theories – Research – Applications” (CTRA). In this editorial I focus on two elements shared by commentators whose articles are presented in this issue, namely: creative potential and its measurement. I start with the observation that potential is probably the most fuzzy and poorly defined construct in the creativity literature (and likely social science as a whole). As a result of different operationalizations of this category, its valid and reliable measurement is difficult – though not impossible – but, more importantly, several different theories of potential are being developed simultaneously. I focus mainly on critiques of the measurement of creative potential and show how recent developments in psychometrics make it more valid and reliable than critics tend to realize.
2

Development of the Creative Self-Concept

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Karwowski M.
Creativity. Theories – Research - Applications
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2015
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vol. 2
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issue 2
165-179
EN
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
3
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Creative Climate as a Preventive Factor for Youths’ Risk Behaviours

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Karwowski M.
The New Educational Review
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2008
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vol. 16
175-184
EN
The main area of the presented study is a problem of the influence of perceived school climate on risk behaviours among adolescents. The sample consisted of 425 Ss, aged 13-19. The participants were asked to evaluate the level of intensity (on Likert type scale) of such behaviours as: interpersonal aggression, pilfering, drug dealing, etc. Due to high reliability and intercorrelations among those variables, one index called “risk behaviour index (RBI)” was constructed and used in the analyses. School climate was assessed using the Creative Climate Questionnaire (KCCQ) developed by Karwowski (2003, 2003a, in press) – a 44-item questionnaire describing the climate of the school and class in three areas: (1) freedom, (2) trust and (3) uncertainty. Hierarchical regression analyses showed a significant influence of climate factors on risk behaviours – perceived freedom in the school and the classroom negatively influenced risk behaviours while uncertainty was close to the significant, positive predictor of risk behaviours. The results are discussed in terms of possible modifications of school climate as a way to decrease risk behaviours.
4
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Measuring Creativity Using the Test of Creative Imagination (TCI). Part 1. Presentation of a New Instrument to Measure Creative Potential

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Karwowski M.
The New Educational Review
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2008
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vol. 14
44-53
EN
There are many controversies with the psychometric approach to study human creativity. Many scholars doubt it is possible to discover something as delicate as creativity using standardized tests (e.g. Baer, 1993/1994, Hocevar, 1981). However, research shows that creativity tests are valid, reliable and predictive (Plucker, 1999, Plucker, Runco, 1998, Plucker, Renzulli, 1999). The article presents a new instrument to measure creative potential – especially creative imagination. This instrument called TCI – Test of Creative Imagination – looks effective, culture-fair, reliable and valid, which makes it useful for an individual diagnosis of creativity as well as for scientific studies.
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Measuring Creativity Using the Test of Creative Imagination (TCI). Part 2 On Validity of the TCI

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Karwowski M.
The New Educational Review
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2008
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vol. 15
216-231
EN
Based on research with a new instrument to measure creative potential – Test of Creative Imagination (TCI) eight separate studies are presented, where TCI and other measures were used. In study 1 TCI was used together with the well-known measure of creativity – Urban & Jellen Test of Creative Thinking Drawing Production. In study 2 validity of TCI was evaluated using Popek’s KANH (CANH) questionnaire – the Polish measure of creative attitude. In study 3 relations among creative imagination (TCI) and types of mind were assessed, in study 4 possible interrelations between TCI and measures of intuitiveness – rationality, and in studies 5 & 6 relations between creative imagination and personality and psychological needs, respectively. Study 7 was developed to show relations between TCI and hierarchy of values, and the last – 8 study to evaluate relations between TCI and academic and emotional intelligence. The results show some significant relations between the results obtained in TCI and the used tests and questionnaires and the results confirm the value of the new instrument.
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On the Need for Creative Teachers

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Karwowski M.
The New Educational Review
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2006
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vol. 9
69-75
EN
The article presents basic information about psycho-pedagogy of creativity – the Polish perspective of preparing teachers of creative thinking. There are problems discussed connected with the theoretical framework of the new specialization of studies, its programme is presented and some implications are discussed. The presented themes are placed into some general basic problems of the need for creativity in school – especially changing economy and the rise of creative class (Florida 2002).
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“My Most Creative Student Is …” Validity of Teachers’ Nominations of Students’ Creativity

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Karwowski M.
The New Educational Review
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2007
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vol. 12
29-39
EN
The article discusses the problem of the validity of teachers’ nominations of students’ creativity. Teachers from higher and lower ranked Polish high schools evaluated student creativity using 7-point Likert scale. Additionally, students’ school results and behavioural grades were assessed. Every student completed Urban and Jellen TCT-DP and Popek Questionnaire of Creative Behaviour CANH assessed level of creative and uncreative attitudes. A correlation analysis as well as regression showed that the main predictor of the nomination of a student as creative is a school grade, students with higher academic achievements were perceived as more creative than students without such achievements. Creative abilities measured by TCT-DP or creative attitudes were only marginally important for teachers’ nominations and just in one of two schools. Implications of the results are discussed.
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Kultura szkoły jako moderator relacji między stresorami w pracy a zaangażowaniem w pracę nauczycieli

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Karwowski M., Strutyńska E.
Kultura i Edukacja
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2018
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issue 1(119)
135-157
EN
Is school culture able to reduce the negative influence of work stressors present in teacher’s work? The goal of the study presented in this paper was to test a hypothetical mechanism, according to which school’s culture moderates the links between stressors and teachers’ job engagement. Relying on job demandsresources theoretical model, in the investigation conducted on a large (N=449) sample of teachers we found that although indeed the exposition to stress in an everyday teachers’ work is negatively related to teachers’ engagement, school culture serves as a buffer that moderates the relationship between stress and engagement. Among the teachers who perceived their school culture as supportive, stress did not reduce their engagement, while this effect was find in less supportive schools.
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Rodzicielskie zaangażowanie w naukę gimnazjalistów sprawnych i ze specjalnymi potrzebami edukacyjnymi

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Szumski G., Karwowski M.
Edukacja
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2015
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issue 4(135)
91–106
PL
Artykuł przedstawia wyniki badania sposobów angażowania się rodziców w naukę gimnazjalistów ze specjalnymi potrzebami edukacyjnymi (SEN) i bez takich potrzeb oraz wpływ tego zaangażowania na osiągnięcia szkolne uczniów. Analizując wyniki uzyskane na próbie liczącej ponad 1500 gimnazjalistów, wśród których znalazło się ponad 300 uczniów z SEN, ustalono, że rodzice dzieci z obu grup sięgają z różnym nasileniem po poszczególne sposoby pomagania dzieciom. Rodzice dzieci z SEN zdecydowanie częściej bezpośrednio pomagali swoim dzieciom w odrabianiu zadań domowych, choć wykorzystywanie tej strategii jest ujemnie skorelowane z osiągnięciami szkolnymi uczniów w obu grupach. Uzyskane wyniki przeczą powszechnemu przekonaniu, że uczniowie z SEN wymagają innych sposobów rodzicielskiego wsparcia w nauce niż ich rówieśnicy o prawidłowym rozwoju. Wyniki te mogą mieć praktyczne znaczenie dla kształtowania przekonań rodziców i nauczycieli na temat skutecznych sposób wspierania osiągnięć szkolnych gimnazjalistów.
EN
This article reports analysis of approaches to engagement by parents of lower secondary school students, with and without special educational needs, as well as their effect on school achievement. Analysis of results from almost 1,5 thousand of Polish lower secondary school students, including almost 300 students statemented as SEN, showed that parents in both groups varied in their strategies to help their children. Parents of students with SEN more often directly helped their children with homework, although this strategy negatively correlated with school achievement for both groups. The results opposed the widely held claim that students with SEN require alternative types of parental support. These findings may, therefore, demonstrate a practical role for the shaping of parental and teacher’ belief about the most efficient means to improved achievement for lower secondary school students.
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Nauczycielskie poczucie skuteczności: źródła i znaczenie wzorów realizowanej roli zawodowej

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Strutyńska E., Karwowski M.
Studia z Teorii Wychowania
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2022
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vol. XIII(2 (39))
169-189
PL
Poczucie skuteczności w zakresie realizacji różnych zadań i celów jest istotnym czynnikiem, który zwiększa prawdopodobieństwo ich osiągnięcia. Tak jest również w przypadku aktywności nauczycieli. Celem badania prezentowanego w tym artykule było sprawdzenie czy nauczyciele różniący się dominującym wzorem roli zawodowej postrzegają siebie jako bardziej lub mniej skutecznych oraz czy w innych elementach upatrują źródeł swojej samoskuteczności. Interesowało nas przetestowanie hipotetycznego mechanizmu, według którego dominująca rola zawodowa moderuje relacje między źródłami samoskuteczności a poziomem samoskuteczności. W toku badań na licznej próbie polskich nauczycieli (N = 946), odnotowaliśmy różnice w zakresie postrzeganych źródeł samoskuteczności wśród nauczycieli, którzy różnie definiowali swoje role. Choć sam poziom postrzeganej skuteczności był zbliżony w grupach nauczycieli o różnej dominującej roli zawodowej, to odnotowaliśmy moderujące znaczenie roli zawodowej dla relacji między czterema źródłami samoskuteczności a samoskutecznością.
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Teachers and Success – Psychological Characteristics and Perceived Success Sources

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Karwowski M., Lebuda I.
The New Educational Review
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2007
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vol. 11
177-194
EN
In this article three separate, but connected studies are presented. The first and second studies conducted on two large samples of teachers (N=610&N=200) were realized to find an answer to the question about relationship of some personality characteristics (study 1.) or creative attitude (study 2.) and feeling of being a man/ woman of success in teachers’ case. The results showed statistically significant correlations between achieved success (in self-assessment) and such personality traits as: extraversion, conscientiousness and agreeableness (all relations are positive) and a negative correlation with neuroticism. In the second study significant differences in nonconformity, algorithmic behaviour and heuristic behaviour were found between teachers who think about themselves as people of success and those who did not achieve success. Successful teachers (in their own eyes) were more conformist and intellectually rigid (higher algorithmic and lower heuristic behaviour levels) than those who did not achieve success. The third study deals with the problem of teachers’ success source definitions and elements which could help to achieve success. The analysis of the data conducted in the Polish General Social Survey between 1992 and 2002 shows that teachers, similarly to the rest of society, see success sources mainly in individual abilities and activity (ambition, hard work), but one can see an interesting phenomenon of a growing number of factors which could be associated with social stratification – mainly family income and parents’ education level.
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Some Social Predictors of Preschoolers’ Verbal Creativity

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Smogorzewska J., Karwowski M.
The New Educational Review
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2009
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vol. 19
369-379
EN
The article presents new attempt at analyzing preschoolers’ creativity. New operationalization of verbal creativity is proposed and empirically tested. This approach consists of such elements as fluency, novelty, neologisms, logic and cohesion in the story, emotionality, a sense of humor and a number of characters in the story. Differences in verbal creativity were assessed due to parents’ SES which is also not a well-studied topic in the field. The article presents the study of 5-year-old preschoolers’ verbal creativity and its social conditions. There was an attempt to analyze the differences between children’s verbal creativity and to indicate predictors of this kind of creativity. It was shown that there are few differences in telling stories between children from private and state preschools and between girls and boys. The most significant differences appeared between children whose parents have a higher and a lower education. Socio-economic status as an important explanatory variable needs more attention in future studies.
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Intelligence and Creativity of Polish Middle-School Students : Looking for the Threshold Hypothesis

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Gralewski J., Weremczuk E., Karwowski M.
The New Educational Review
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2012
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vol. 29
328-338
EN
The presented study is devoted to the examination of the threshold hypothesis (TH), which assumes a curvilinear relation between creative abilities and intelligence. The article focuses on methodological problems, particularly on analytical strategies relevant to confirming or refuting the TH. The TH was tested on more than 100 middle-school students. Intelligence was measured by Raven’s Progressive Matrices (RPM) test, and creative abilities by eight divergent production tests measuring fluency and originality of thinking. Different criteria of acceptance / rejection of the TH were applied and discussed. The TH was confirmed when the relation between creative abilities and intelligence under the threshold was greater than zero, while above the threshold it was not different from zero (the so-called A strategy). However, the TH was refuted when differences in the strength of the correlation below and above the assumed threshold of intelligence were compared (B and C strategies).
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The Death Education at School Questionnaire: Theoretical Assumptions and Psychometric Properties

51%
Zamarian A., Karwowski M., Strutyńska E.
Studia z Teorii Wychowania
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2022
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vol. XIII(4 (41))
305-322
EN
This paper presents theoretical assumptions and psychometric properties of the Death Education at School Questionnaire (DESQ): a brief instrument that allows to measure attitudes toward human-centered death education as an element of school education. The participants were 375 university students – education and teaching majors. Exploratory and confirmatory factor analyses confirmed a two-factor structure of the DESQ, with two sub-scales: (1) Openness toward the presence of death education in a school and (2) Humanistic Basis of Death Education. Reliability of both sub-scales was acceptable and they significantly correlated with measures of attitudes towards death and human-centered school education. We posit that the DESQ can be used to measure adult education participants’ beliefs in death education and its place in school education on primary and secondary school levels.
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Kwestionariusz Źródeł Poczucia Skuteczności Nauczyciela: Charakterystyka psychometryczna polskiej adaptacji

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Strutyńska E., Boczkowska M., Karwowski M.
Studia z Teorii Wychowania
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2023
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vol. XIV(4 (45))
261-275
PL
Celem artykułu jest zaprezentowanie teoretycznych podstaw i właściwości psychometrycznych Kwestionariusza Źródeł Poczucia Skuteczności Nauczyciela (Sources of Teacher Efficacy Questionnaire, STEQ), autorstwa C. K. W. Hoi i współautorów w polskiej adaptacji. Próba obejmowała 946 nauczycieli. Przeprowadzona konfirmacyjna analiza czynnikowa pokazała dobre dopasowanie modelu czteroczynnikowego. Analizy potwierdziły rzetelność i trafność skali. Największy wkład w wyjaśnienie źródeł poczucia skuteczności nauczycieli ma doświadczanie mistrzostwa. Poznanie źródeł skuteczności nauczycielskiej pozwala na lepsze zrozumienie ich samoskuteczności, a co z tym związane – zaangażowania w nauczanie.
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Personality-based analysis of resilience and aggressive behaviour: A latent profile approach

45%
Konaszewski K., Skalski-Bednarz S. B., Surzykiewicz J., Urbanek A., Karwowski M.
Studia z Teorii Wychowania
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2025
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vol. XVI(1 (50))
179-199
PL
Cechy osobowości odzwierciedlają wzorce myśli, uczuć i zachowań, które są charakterystyczne dla ludzi. Oczekuje się, że osoba, która przejawia nasilenie pewnych cech, będzie zachowywać się w sposób zgodny z repertuarem zachowań przyjętych dla tych kategorii w czasie. Dlatego w naszym badaniu, wykorzystując analizę profili latentnych (w podejściu skoncentrowanym na osobie), zaproponowaliśmy replikację profili cech osobowości pod względem tendencji do zachowań agresywnych i zdolności odpornościowych. W badaniu wzięło udział 670 osób w wieku 18-29 lat. Procedura badania polegała na wypełnieniu kwestionariuszy mierzących odporność, zachowania agresywne i cechy osobowości. Replikowaliśmy trzy profile osobowości. Osoby z profilem "odpornym" uzyskały niskie wyniki w zakresie neurotyczności i stosunkowo wysokie w zakresie sumienności, ugodowości i ekstrawersji, w przeciwieństwie do osób z profilem "nadmiernie kontrolowanym", które uzyskały znacznie wyższe wyniki w zakresie neurotyczności i niższe w domenie ekstrawersji. Profil "odporny" charakteryzował się najwyższym poziomem odporności i najniższym poziomem agresji. Z kolei profil "nadmiernie kontrolowany" charakteryzował się niskim poziomem odporności i wysokim poziomem agresji. Profil "adaptacyjny" był najliczniejszy, ze średnimi wynikami we wszystkich domenach Wielkiej Piątki oraz średnimi wynikami w zakresie odporności i agresji. Nasze badanie pokazuje, że profile osobowości można zidentyfikować empirycznie, a unikalna konstelacja cech, które definiują jednostkę, ma istotne implikacje dla szerokiego zakresu zachowań, w tym zachowań agresywnych i odporności.
EN
Personality traits reflect patterns of thoughts, feelings and behaviour that are characteristic of people. A person who manifests an intensity of certain traits is expected to behave in a manner consistent with the behavioural repertoire accepted for those categories over time. Therefore, in our study, using latent profile analysis (in a person-centered approach), we proposed to replicate personality trait profiles in terms of tendencies toward certain aggressive behaviours and resilience abilities. The study involved 670 people aged 18-29. The study procedure consisted of filling out psychological questionnaires measuring resilience, aggressive behaviour and personality traits. We replicated three personality profiles. Those with the "resilient" profile scored low on neuroticism and relatively high on conscientiousness, agreeableness and extraversion, in contrast to those with the "overcontrolled" profile, who scored significantly higher on neuroticism and lower on the extraversion domain. The "resilient" profile was characterized by the highest levels of resilience and the lowest levels of aggression. In contrast, the "overcontrolled" profile was characterized by low levels of resilience and high levels of aggression. The "adaptive" profile was the most numerous, with average scores in all Big Five domains and average scores in resilience and aggression. Our study shows that generalizable personality profiles can be identified empirically, and that the unique constellation of traits that define an individual has important implications for a wide range of behaviours including aggressive behaviour and resilience.
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