Browsing by Subject "Divergent thinking"

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    Adaptación de la prueba figurativa del Test de Pensamiento Creativo de Torrance en una muestra de alumnos de los primeros niveles educativos
    (2003-01-01) Prieto Sánchez, María Dolores; López Martínez, Olivia; Ferrándiz García, Carmen; Bermejo García, María Rosario
    This paper will analyze the results of the adaptation of Torrance’s Test for Creative Thought. The study has been done on a sample of students from the first educational levels. After revising the theoretical presuppositions of the Test, we present the results of the reliability and validity indexes for each of the single proofs of the test as well as for the the test as a whole. The sample consisted of 232 students, 127 pre-schoolers and 105 elementary school pupils belonging to two different institutions. The reliability index for each proof and for the whole test, established by means of an inter-class correlation coefficient and an internal consistency index, was high. As to validity, it must be emphasized that there are significant relationships between the different aspects assessed by the Torrance Test and other scales used to rate creativity.
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    Literary Competence and Creativity in Secondary Students
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2022) Alfonso-Benlliure, Vicente; Mínguez-López, Xavier
    Literary competence (LC) is the ability or capacity to produce and interpret literary texts. It has usually been assumed to have a close relationship with creativity, that is, the ability to find original and appropriate ideas in a specific context, although this relationship has rarely been analyzed empirically. This study tries to fill this gap by investigating the relationship between literary competence and creativity in adolescence and exploring which components of LC are especially relevant to the different criteria for creativity. A total of 193 first-year Obligatory Secondary Education (ESO) students and eight teachers of this educational level participated in the study. The students completed various LC and creativity tests, and the teachers evaluated their students’ LC according to their own professional criteria. The results show that the relationship between LC and creativity is significant, and it is especially intense in the case of literary creativity. Literary knowledge and the attitude toward literature are especially related to creativity. Among the criteria for creativity, flexibility seems to be especially sensitive to LC. No significant gender differences were found on the creativity measures, but differences were found in the teachers' assessment of LC. Finally, the results are discussed in terms of their implications for Secondary Education.