Peculiarities of Links Between Nonverbal Creative Thinking, General Leraning Motivation, Motivation of Achievements and Learning Success of Elder Pupils (10-12 classes)

The aim of this study was to consider a question of creativity in all its aspects and to explore peculiarities of creative thinking according to gender, classes, learning profiles of senior pupils and find out links between creative thinking and general learning motivation, creative thinking and motivation of achievements, creative thinking and learning success (academic results). So for this purpose there was chosen Torrance Test of Creative Thinking (1974), in case to explore their peculiarities of creative thinking. It was used figural A form (all three activities). Torrance test of creative thinking identified four components of divergent thinking: fluency (the ability to quickly find multiple solutions to a problem); flexibility (being able to simultaneously consider a variety of alternatives); and originality (referring to ideas that differ from those of other people) and elaboration (optional; the ability to elaborate ideas and solutions). We also used “Approach to Study Inventory” (test of general learning motivation; Entwistle N.J., Hanley M., Rounsell D., 1979; Entwistle N.J., Ramsden P., 1981) and Mechrabian Test-Questionnaire for motivation of achievements (modified by M.Š.-Magomed-Eminov, 1987). 198 senior pupils were investigated during this research. There were 102 girls and 96 boys of them. They were divided according to their learning profile into the two groups: humanitarian and real profiles. Trying to find out differences between gender, classes and profiles and links between creativity’s components and general learning motivation, motivation of achievements and learning success (academic results), there were counted Student coefficient, ANOVA model and Pearson correlation. Significant differences were found between males and females in elaboration (girls have higher scores). We also find out differences between classes in flexibility and elaboration, differences between profiles in elaboration. Significant differences were also found between originality and general learning motivation, fluency and general learning motivation, fluency and learning motivation, fluency and motivation of achievements, elaboration and academic results, fluency and academic results. The results of this study represent, that links between creative thinking, general learning motivation, motivation of achievements and academic results are complicated and unhomologous.Švietimo akademijaVytauto Didžiojo universiteta