SELF-ESTEEM AND TYPES OF CREATIVITY IN ADOLESCENTS: RELATIONSHIP AND PREDICTORS

Abstract

We present the results of an empirical study of the relationship between self-assessment of creative abilities, originality of creativity (verbal and social) and values. The relevance of the research is related to the demand for creativity as an important competence in the labor market. The ambiguity of the relationship between different types of creativity and self-assessment of creativity, as well as the discrepancy between the results of diagnostics of creative potential using various methods, actualizes the problem of realizing creative potential. The aim of the work was to study the relationship between different types of creativity, self-assessment of creativity and values, as well as to identify the ratio of creativity indicators diagnosed using the Real Word Divergent Task (RWDT) method and tasks for verbal creativity. The study involved adolescents aged 15–16 years (N = 50; 26 — men) — students of one of Moscow school. The following methods were used: “Selfassessment of creative abilities” (E. Tunik), tasks on verbal creativity and creativity in social interaction of positive and negative connotations of RWDT, Portrait value questionnaire of Sh. Schwartz. According to the results, originality is higher in tasks for verbal creativity compared to situations in social interaction; originality in situations of lies and prosocial situations in social interaction significantly correlate; there is no correlation between self-esteem of imagination and creativity indicators measured using the RWDT method and tasks for verbal creativity; self-esteem of creative abilities has a positive relationship with the highest value of “Openness to change”; the predictor of self-esteem of imagination is the value of “Independence of thought”. The results confirmed the hypotheses about specificity of creativity, about the absence of a link between creativity measured as self-report and objective methods; about the presence of a direct link between the highest values of “Openness to change” and the components of creativity measured by selfreport, and did not confirm assumption about the absence of a direct link between originality in prosocial situations and situations with negative connotations. Conclusions are made that 1) creativity is specific in various areas, 2) creativity in situations of lies and prosocial situations in social interaction is a single construct; 3) self-esteem of imagination is not associated with divergent thinking, measured using the RWDT method and tasks for verbal creativity; 4) high selfesteem of imagination is mediated by the motivational goal of thinking creatively, having original ideas, learning new things and phenomena.