Examining the development of creativity in adolescents in 9th and 12th grades:  a four-year longitudinal study

Güneş Salı

doi:10.3846/cs.2019.10260

Examining the development of creativity in adolescents in 9th and 12th grades: a four-year longitudinal study

Güneş Salı Info

DOI: https://doi.org/10.3846/cs.2019.10260

Abstract

This study was designed to follow up whether or not the creativity of adolescents showed significant changes in the 9th and 12h grades and is a longitudinal study. Correlational screening model, which is one of the descriptive methods, was used in this study. The sample group consisted of a total of 145 (76 girls, 69 boys) adolescents who were attending Yozgat High School in the city center of Yozgat, Turkey in the 2014–2015 school year and were selected from the 9th grade by using random sampling method. When the sample group came to the 12th grade, the number of the adolescents decreased to 136 (72 girls, 64 boys). The analyses were made based on the data collected from 136 adolescents who were available in the 12th grade. General Information Form and Torrance Test of Creative Thinking (Figural Form A) were used as the data collection tool. In the data analysis, frequency from descriptive statistics, Paired-Samples T-Test for repeated measures and t-test for unrelated measures were applied. As a result of the study, it was found that the scores of the fluency scores and resistance to premature closure scores of the adolescents who participated in the study in the 9th grade significantly differed from their fluency scores and resistance to premature closure scores in the 12th grade, and this differentiation was in favor of the fluency and resistance to premature closure scores of the 9th grade. Their elaboration scores in the 9th grade differed statistically significantly from their elaboration scores in the 12th grade and this differentiation was in favor of their elaboration points in the 12th grade (p <.05). The scores of abstractness of the titles in the 9th grade were in favor of the scores of female adolescents and also the fluency scores of the participants in the 12th grade were in favor of male adolescents and this differed statistically based on gender (p <.05).

Article in English.

IX ir XII klasių paauglių kūrybiškumo plėtros analizė: ketverių metų trukmės ilgalaikis tyrimas

Santrauka

Šis ilgalaikis tyrimas buvo atliktas siekiant išsiaiškinti, ar IX ir XII klasėse atsiskleidė paauglių kūrybiškumo pokyčiai. Šiame tyrime buvo panaudotas koreliacinis atrankos modelis, kuris yra vienas iš aprašomųjų metodų. Imties grupę iš viso sudarė 145 (76 mergaitės, 69 berniukai) paaugliai, kurie 2014–2015 mokslo metais lankė Jozgato vidurinę mokyklą, esančią Jozgato centre (Turkija), ir buvo atrinkti iš IX klasių, taikant atsitiktinės atrankos metodą. Atrinktajai grupei pasiekus XII klasę, paauglių skaičius sumažėjo iki 136 (72 mergaitės, 64 berniukai). Buvo analizuota remiantis duomenimis, surinktais iš 136 paauglių, kuriuos buvo galima tirti, jiems mokantis XII klasėje. Bendrąja informacijos forma ir Torrance’o kūrybinio mąstymo testu (pav. A) buvo naudojamasi kaip duomenų rinkimo priemonė. Analizuojant duomenis, buvo taikomas aprašomasis statistinis dažnis, porinis atrankos t kriterijus pakartotiniams matavimams ir kriterijus – nesusijusiems matavimams. Atlikus tyrimą buvo nustatyta, kad tų paauglių, kurie dalyvavo tyrime, besimokydami IX klasėje, sklandumo įverčiai reikšmingai skyrėsi nuo jų sklandumo įverčių ir veiksmų nutraukimo nebaigus užduoties įverčių XII klasėje, o ši diferenciacija buvo palanki sklandumo ir veiksmų nutraukimo nebaigus užduoties įverčiams IX klasėje. Jų tobulėjimo įverčių IX klasėje statistiškai reikšmingai skyrėsi nuo tobulėjimo įverčių XII klasėje, o ši diferenciacija buvo palanki jų tobulėjimo lygiui XII klasėje (p < ,05). Abstraktumo įverčiai IX klasėje buvo palankūs moteriškosios lyties paaugliams, o XII klasės moksleivių sklandumo įverčiai buvo palankūs vyriškosios lyties paaugliams, ir tai statistiškai skyrėsi pagal lytį (p < ,05).

Reikšminiai žodžiai: paauglys (-ė), kūrybiškumas, kūrybiškumas ir klasės lygis, kūrybiškumas ir lytis, ilgalaikis tyrimas.

Keywords:

adolescent, creativity, creativity and class level, creativity and gender, longitudinal study

How to Cite

Salı, G. (2019). Examining the development of creativity in adolescents in 9th and 12th grades: a four-year longitudinal study. Creativity Studies, 12(2), 341-360. https://doi.org/10.3846/cs.2019.10260

Download Citation

Share

Published in Issue

December 31, 2019

Abstract Views

1295

PDF Downloads

1093

License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Alacapınar, F. G. (2013). Grade level and creativity. Eurasian Journal of Educational Research, 50, 247-266.

Aral, N. (2000). Yaratıcılık ve Zeka. Çağdaş Eğitim, 57, 30-31.

Aslan, E. (2001). Torrance Yaratıcı Düşünce Testi’nin Türkçe Versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14, 19-40.

Ataman, A. (1993). Eğitim Sürecinde Yaratıcılık, in A. Ataman (Ed.), Yaratıcılık ve Eğitim (pp. 105-124). Ankara: Türk Eğitim Derneği.

Atay, Z. (2009). Okul Öncesi Eğitim Kurumlarına Devam Eden 5–6 Öğrencilerinin Yaş, Cinsiyet ve Ebeveyn Eğitim Durumlarına Göre İncelenmesi: Ereğli örneği (Master’s Thesis). Selçuk University, Konya, Turkey [unpublished source].

Atkıncı, H. (2001). İlköğretim Birinci Kademe Eğitim Programlarının Yaratıcı Düşünmenin Gelişmesine Etkileri (Master’s Thesis). Çanakkale Onsekiz Mart University, Çanakkale, Turkey [unpublished source].

Beetlestone, F. (1998). Creative children, ımaginative teaching. Series: Enriching the primary curriculum: child, teacher, context. J. Moyles (Series Ed.). Buckingham: Open University Press.

Bunge, S. A., & Wright, S. B. (2007). Neurodevelopmental changes in working memory and cognitive control. Current Opinion in Neurobiology, 17, 243-250. https://doi.org/10.1016/j.conb.2007.02.005

Büyüköztürk, Ş. (2007). Veri Analizi El Kitabı. Ankara: Pegem Yayıncılık.

Can Yaşar, M. (2009). Anasınıfına Devam Eden Altı Yaş Çocuklarının Yaratıcı Düşünme Becerilerine Drama Eğitiminin Etkisinin İncelenmesi (PhD Thesis). Ankara University Institute of Science and Technology, Ankara, Turkey [unpublished source].

Ceylan, E. (2008). Okulöncesi Eğitime Devam Eden 5–6 Yaş Çocuklarının Bilişsel Tempoya Göre Yaratıcılık Düzeylerinin İncelenmesi (Master’s Thesis). Selçuk University, Konya, Turkey [unpublished source].

Claxton, A. F., Pannells, T. C., & Rhoads, P. A. (2005). Developmental trends in the creativity of school-age children. Creativity Research Journal, 17(4), 327-335. https://doi.org/10.1207/s15326934crj1704_4

Craft, A. (2003). Creative thinking in the early years of education. Early Years: An International Journal of Research and Development, 23(2), 147-157. https://doi.org/10.1080/09575140303105

Crone, E. A., & Dahl, R. E. (2012). Understanding adolescence as a period of social-affective engagement and goal flexibility. Nature Reviews: Neuroscience, 13, 636-650. https://doi.org/10.1038/nrn3313

Cropley, A. J. (1997). Fostering creativity in the classroom: general principles, in M. A. Runco (Ed.), The creativity research handbook (pp. 83-114). Vol. 1. Cresskill, NJ: Hampton Press.

Csikszentmihalyi, M. (1996). Creativity: the psychology of discovery and ınvention. New York: Harper-Perennial, ModernClassics.

Çetingöz, D. (2002). Okulöncesi Eğitimi Öğretmenliği Öğrencilerinin Yaratıcı Düşünme Becerilerinin Gelişiminin İncelenmesi (Master’s Thesis). Dokuz Eylül University, İzmir, Turkey [unpublished source].

Diamond, A., Kirkham, N., & Amso, D. (2002). Conditions under which young children can hold two rules in mind and ınhibit a prepotent response. Developmental Psychology, 38(3), 352-362. https://doi.org/10.1037/0012-1649.38.3.352

Doğan, N. (2005). Yaratıcı Düşünme ve Yaratıcılık, in Ö. Demirel (Ed.), Eğitimde Yeni Yönelimler (167-198). Ankara: Pegem Akademi. https://doi.org/10.14527/9789758792740.10

Dumontheil, I., Houlton, R., Christoff, K., & Blakemore, S.-J. (2010). Development of relational reasoning during adolescence. Developmental Science, 13(6), 15-24. https://doi.org/10.1111/j.1467-7687.2010.01014.x

Erlendsson, J. (1999). The role of creativity. Retrieved from http://www.hi.is/~joner/eaps/cq_cr04.htm

Gardner, H. (1993). Creating minds: an anatomy of creativity seen through the lives of Freud, Einstein, Picasso, Stravinsky, Eliot, Graham, and Gandhi. New York: Basic Books.

Gartenhaus, A. R. (2000). Yaratıcı Ddüşünme ve Müzeler. B. Onur (Ed.). Ankara: Ankara Üniversitesi Çocuk Kültürü Araştırma ve Uygulama Merkezi Yayınları.

Getzels, J. W., & Jackson, Ph. W. (1962). Creativity and ıntelligence: explorations with gifted students. New York: John Wiley & Sons, Inc. https://doi.org/10.2307/40223437

Guilford, J. P. (1950). Creativity. American Psychologist, 5(9), 444-454. https://doi.org/10.1037/h0063487

Güvenç, B. (1993). Yaratıcılığın Toplumsal ve Kültürel Boyutları, in A. Ataman (Ed.), Yaratıcılık ve Eğitim (pp. 129-136). Ankara: Türk Eğitim Derneği.

Hanarick, S., & Neeraj, M. (2018). A study of creatıvıty among adolescent students. Retrieved from file:///C:/Users/14387/AppData/Local/Microsoft/Windows/INetCache/IE/0OJEYRWB/467-Artic-le%20Text-1117-1-10-20180625.pdf

Huizinga, M., & Molen, van der M. W. (2007). Age-Group differences in set-switching and set-maintenance on the wisconsin card sorting task. Devevopmental Neuropsychology, 31(2), 193-215. https://doi.org/10.1080/87565640701190817

Hurlock, E. B. (1978). Child development. New York: Mcgraw-Hill.

Im, H., Hokanson, B., & Johnson, K. K. P. (2015). Teaching creative thinking skills: a longitudinal study. Clothing and Textiles Research Journal, 33(2), 129-142. https://doi.org/10.1177/0887302X15569010

Isenberg, J. P., & Renck Jalongo, M. (1993). Creative expression and play in the early childhood. New York: Macmillan Publishing Company.

Johnson, C., & Wilbrecht, L. (2011). Juvenile mice show greater flexibility in multiple choice reversal learning than adults. Developmental Cognitive Neuroscience, 1, 540-551. https://doi.org/10.1016/j.dcn.2011.05.008

Jolles, D. D., & Crone, E. A. (2012). Training the developing brain: a neurocognitive perspective. Frontiers in Human Neuroscience, 6, 1-13. https://doi.org/10.3389/fnhum.2012.00076

Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Nobel Dağıtım.

Karbach, J., & Kray, J. (2009). How Useful is Executive Control Training? Age differences in near and far transfer of task-switching training. Developmental Science, 12(6), 978-990. https://doi.org/10.1111/j.1467-7687.2009.00846.x

Kayar, O. (2016). Ergenlerde Algılanan Ebevenylik Stilleri, Özerklik ve Yaratıcılık Arasındaki İlişkiler (Master’s Thesis). Bolu Abant Izzet Baysal University, Bolu, Turkey [unpublished source].

Kleibeuker, S. W., Dreu, De C. K. W., & Crone, E. A. (2016). Creativity development in adolescence: ınsight from behavior, brain, and training studies. New Directions for Child and Adolescent Development, 151, 73-84. https://doi.org/10.1002/cad.20148

Kleibeuker, S. W., Dreu, De C. K. W., & Crone, E. A. (2013). The development of creative cognition across adolescence: distinct trajectories for ınsight and divergent thinking. Developmental Science, 16(1), 2-12. https://doi.org/10.1111/j.1467-7687.2012.01176.x

Kleibeuker, S. W., Stevenson, C. E., Aar, van der L., Overgaauw, S., Duijvenvoorde, van A. C., & Crone, E. A. (2017). Training in the Adolescent Brain: An fMRI training study on divergent thinking. Developmental Psychology, 53(2), 353-365. https://doi.org/10.1037/dev0000239

Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences, 14(7), 317-324. https://doi.org/10.1016/j.tics.2010.05.002

Köksal Akyol, A., & Salı, G. (2016). An ınvestigation of creativity among children in kindergartens, primary, middle and high schools. Journal of Theoretical Educational Science, 9(3), 379-399. https://doi.org/10.5578/keg.9786

Laius, A., & Rannikmae, M. (2005). The ınfluence of social ıssue-based science teaching on students’ creative thinking. Science Educational International, 14(4), 21-28.

Lau, S., & Cheung, P. Ch. (2010). Development trends of creativity: what twists of turn do boys and girls take at different grades? Creativity Research Journal, 22(3), 329-336. https://doi.org/10.1080/10400419.2010.503543

Lowden, M. (1989). Dancing to learn: dance as a strategy in the primary school curriculum. London, New York: The Falmer Press.

Lubart, T. I. (1994). Creativity, in R. J. Sternberg (Ed.), Thinking and problem solving (pp. 290-332). Series: Handbook of Perception and Cognition. E. C. Carterette & M. P. Friedman (Series Eds.). San Diego: Academic Press. https://doi.org/10.1016/B978-0-08-057299-4.50016-5

Matud, M. P., Rodríguez, C., & Grande, J. (2007). Gender differences in creative thinking. Personality and Individual Differences, 43(5), 1137-1147. https://doi.org/10.1016/j.paid.2007.03.006

McGregor, G. D. Jr. (2001). Creative thinking ınstruction for a college study skills program: a case study (PhD Thesis). Baylor University, Texas, United States [unpublished source].

Mullineaux, P. Y., & DiLalla, L. F. (2009). Preschool pretend play behaviors and early adolescent creativity. Journal of Creative Behavior, 43(1), 41-57. https://doi.org/10.1002/j.2162-6057.2009.tb01305.x

Öncü, T. (2003). Torrance Yaratıcı Düşünme Testleri-Şekil Testi Aracılığıyla 12–14 Yaşları Arasındaki Ēocukların Yaratıcılık Düzeylerinin Yaş ve Cinsiyete Göre Karşılaştırılması. Ankara Üniversitesi Dil ve Tarih Coğrafya Fakültesi Dergisi, 43(1), 221-237. https://doi.org/10.1501/Dtcfder_0000000164

Prentice, R., Matthews, J., & Taylor, H. (2003). Creative development: learning and the arts, in J. Riley (Ed.). Learning in the Early Years: A Guide for Teachers of Children 3–7 (pp. 185-218). London: Paul Chapman Publishing.

Qin, Y., Carter, C. S., Silk, E. M., Stenger, V. A., Fissell, K., Goode, A., & Anderson, J. R. (2004). The change of the brain activation patterns as children learn algebra equation solving. Proceedings of the National Academy of Sciences of the United States of America, 101(15), 5686-5691. https://doi.org/10.1073/pnas.0401227101

Rein, R. P., & Rein, R. (2000). Çocuğunuzun Beceri ve Yeteneklerini Nasıl Geliştirebilirsiniz? İstanbul: Ya-pa Yayınları.

Reza Tamannaeifar, M., & Motaghedifard, M. (2014). Subjective well-being and its subscales among students: the study of role of creativity and self-efficacy. Thinking Skills and Creativity, 12, 37-42. https://doi.org/10.1016/j.tsc.2013.12.003

Roberts, L. (2003). Creativity. Tech Directions, 63(3), 12-23. https://doi.org/10.1111/1467-8691.00269

Rothenberg, A. (2016). Adolescence and creativity. Psychology today. Retrieved from https://www.psychologytoday.com/intl/blog/creative-explorations/201611/adolescence-and-creativity

Rothenberg, A. (1990). Creativity in adolescence. Psychiatric Clinics of North America, 13(3), 415-434. https://doi.org/10.1016/S0193-953X(18)30351-4

Rudowicz, E., Kitto, E., & Lok, D. (1992, 24–27 July). The Neglected Part of Giftedness: Creativity. In Proceedings of the Second Asian Conference Giftedness (pp. 381-390). Second Asian Conference on Giftedness 1992. Taipei, Taiwan, China.

Runco, M. A., Acar, S., & Cayirdag, N. (2017). A closer look at the creativity gap and why students are less creative at school than outside of school. Thinking Skills and Creativity, 24, 242-249. https://doi.org/10.1016/j.tsc.2017.04.003

Salı, G. (2015). A longitudinal study on the development of creativity in children. The Antropologist, 20(1-2), 93-100. https://doi.org/10.1080/09720073.2015.11891728

Salı, G., & Köksal Akyol, A. (2015). Creativity of preschool and elementary school teachers and their students. Perceptual & Motor Skills: Learning and Memory, 121(3), 759-765. https://doi.org/10.2466/22.PMS.121c27x2

San, İ. (1985). Sanat ve Eğitim. Ankara: Ankara Üniversitesi.

San, İ. (1977). Sanatsal Yaratma ve Çocukta Yaratıcılık. Ankara: Türkiye İş Bankası Kültür Yayınları.

San, İ. (2004a). Sanat ve Eğitim: Yaratıcılık, Temel Sanat Kuramları, Sanat Eleştirisi Yaklaşımları. Ankara: Ütopya.

San, İ. (2004b). Yaratıcılıkta Temel Kavramlar, in A. Öztürk (Ed.), Çocukta Yaratıcılık ve Drama (pp. 1-14). Anadolu Üniversitesi Yayını: Eskişehir.

Smutny, J. F. (1993, 8–13 August). Talented education. 10th Biennial World Council for Gifted and Talented Children World Conference 1993. Toronto, Canada [unpublished source].

Sonmaz, S. (2002). Problem Çözme Becerisi ile Yaratıcılık ve Zeka Arasındaki İlişkinin İncelenmesi (PhD Thesis). Marmara University, İstanbul, Turkey [unpublished source].

Sternberg, R. J. (2005). Creativity or creativities? International Journal of Human-Computer Studies, 63(4-5), 370-382. https://doi.org/10.1016/j.ijhcs.2005.04.003

Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: cultivating creativity in a culture of conformity. New York, NY: The Free Press.

Stevenson, C. E., Kleibeuker, S. W., Dreu, de C. K. W., & Crone, E. A. (2014). Training creative cognition: adolescence as a flexible period for ımproving creativity. Frontiers in Human Neuroscience, 8, 1-16. https://doi.org/10.3389/fnhum.2014.00827

Tegano, D. W., Moran, III J. D., & Sawyers, J. K. (1991). Creativity in early childhood classrooms. Series: Nea Early Childhood Education Series. Washington, DC: National Education Association.

Torrance, E. P. (1995). Why fly? A philosophy of creativity. Series: Creativity Research. M. A. Runco (Series Ed.). Norwood, NJ: Ablex Publishing Corporation.

Torrance, E. P., & Goff, K. (1989). A quiet revolution. Journal of Creative Behavior, 23(2), 136-145. https://doi.org/10.1002/j.2162-6057.1989.tb00683.x

Üstündağ, T. (2014). Yaratıcılığa Yolculuk. Baskı. Ankara: Pegem Akademi.

Yaman, S., & Yalçın, N. (2005). Fen Eğitiminde Probleme Dayalı Öğrenme Yaklaşımının Problem Çözme ve Öz-Yeterlik İnanç Düzeylerinin Gelişimine Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29, 229-236.

Yeh, Y. C., Yeh, Y. H., Li, M. L., & Pen, Y. Y. (2006). An action research in employing creative drama instruction to ımprove preschoolers’ creativity. Journal of Taiwan Normal University Education, 51, 1-27.

Yüksel, T. (2016). Ortaokul 5. Sınıf Türkçe Derslerinde Uygulanan Yaratıcı Yazma Etkinliklerinin Öğrencilerin Yazmaya Yönelik Tutumlarına ve Sözel Yaratıcılıklarına Etkisinin İncelenmesi (Master’s Thesis). Akdeniz University, Antalya, Turkey [unpublished source].

Zinke, K., Einert, M., Pfennig, L., & Kliegel, M. (2012). Plasticity of executive control through task switching training in adolescents. Frontiers in Human Neuroscience, 6, 1-15. https://doi.org/10.3389/fnhum.2012.00041

Examining the development of creativity in adolescents in 9th and 12th grades: a four-year longitudinal study

Abstract

Keywords:

How to Cite

Share

License

References

View article in other formats

CrossMark check

Published

Issue

Section

Copyright

License

How to Cite

Share