9-12 klasių mokinių kūrybiškumas, savęs vertinimas ir mokymosi sėkmė

Kūrybiškumo dimensijos esmė – gebėjimas atrasti tai, kas nauja ir savita. Svarbus kūrybiškumo veiksnys yra asmenybės savęs vertinimas, kuris laikomas ir vienu iš pagrindinių veiksnių, nulemiančių mokymosi sėkmę. Tyrimo tikslas – ištirti mokinių (IX-XII klasių, 209 tiriamieji) kūrybiškumo, savęs vertinimo ir mokymosi sėkmės ryšį. Tyrimo rezultatai parodė, kad mergaičių kūrybinio mąstymo rodiklių įverčiai (Matczak, Javorowska, Stanczak, 1998) yra aukštesni negu berniukų; tačiau tarp berniukų ir mergaičių kūrybiškumo (Petrulis, 1988) suminio rodiklio įverčių statistiškai reikšmingų skirtumų nerasta. Nustatyti teigiami bei skirtingo stiprumo mokinių kūrybiškumo, savęs vertinimo bei mokymosi sėkmės rodiklių tarpusavio ryšiaiThis article will discuss creativity features of students in the education context. The purpose of the research is to explore peculiarities of creativity and self-esteem as well as the way they relate to studying progress of students (9-12 grades). 202 pupils were tested (101 girls and 101 boys). 100 of the tested were students of grades 9-10 and 102 students-of grades 11-12; the age of the students of 9-10 grades was between 14and 16yearsold, 11-12 grades students - between 17 and 19 years old. Assignments of Creativity (TCT-DP) by K. Urban & H.G. Jellen; Personality Creativity Questionnaire by V. Petrulis (1988, 1991) and Self-Esteem Scale (with emotional and cognitive component) by A. Petrulytė (1985, 1995). Research results were processed with the use of SPSS, Microsoft Word and Excel. The indexes of creative thinking of girls (9-12 grades) are higher than the indexes of creative thinking of boys (t(-3,621) = 0,0001) (TCT-DP). Between girls and boys there were found statistically significant differences in creative thinking subscales - "intuition" (t(2,192)=0,03) and "tendency towards creativity" (t(2,073)=0,039) (Personality Creativity Questionnaire). There were found no statistically significant differences of creative thinking indexes of senior pupils (grades 9-10 and 11-12). Both methods (K. Urban & H.G. Jellen and V. Petrulis) show that the index of creative thinking is on the same level. There were found statistically significant positive correlation between creative thinking (TCT-DP) of pupils and the following subscales of creative thinking (Personality Creativity Questionnaire): "intuition" (r=0,254, p=0,0001); "tendency towards creativity" (r=0,393, p=0,0001); "tendency towards newness" (r=0,353, p=0,0001); "flexibility" (r=0,296, p=0,0001); "originality" (r=0,229, p=0,001). That shows validity of both methods. There were found statistically significant positive connection between the creative thinking of students (TCT-DP method) and academic success (r=0,385, p=0,0001). But there was found no statistically significant connection between the indexes of creative thinking of students (Personality Creativity Questionnaire) and academic success. So there is a difficult and not single-valued connection between creative thinking of students and studying progress. There was found positive connection of middle strength between the emotional component of self-esteem and academic success (r=0,275, p=0,006). But there were found no statistically significant connection between creative thinking of students (TCT-DP method) and self esteem indexes. In other words - creative thinking of students and self-esteem are not directly connected variable