Die doel van die navorsing was om die doeltreffendheid van 'n opleidingskursus in kreatiewe vaardighede te evalueer. Die navorsingsprosedure is volgens die Solomonviergroepontwerp beplan, maar kon nie deurgevoer word nie weens 'n tekort aan proefpersone. Die navorsingsontwerp het bestaan uit 'n eksperimentele groep wat die opleidingskursus deurloop en 'n voor- en natoets afgete het, 'n kontrolegroep wat die opleidingskursus deurloop en 'n natoets afgete het, en 'n tweede kontrolegroep wat slegs getoets is. Die nieverbale toets van die Torrance Tests of Creative Thinking is gebruik om die uitwerking van die opleiding te bepaal. Die interbeoordelaarsbetroubaarheid van die meetinstrument is bewys. Die resultate dui aan dat die doeltreffendheid van die opleidingskursus nie deur die geslag of kwalifikasies van die proefpersone beinvloed is nie. Verder is bevind dat proefpersone wat voor opleiding lae tellings vir kreatiwiteit behaal het, meer gebaat het by kreatiwiteitsopleiding as persone wat hoe tellings behaal het. Die navorsingshipotese, naamlik dat die oplei~ingskursus sal lei tot 'n verbetering in die kreatiewe vaardighede van die proefpersone, is bevestig / The aim of the study was to evaluate the effectiveness of a training course in creative abilities. The research was structured according to the Solomon four-group design. It failed, because the sample size was inadequate. The research design consisted of an experimental group that had completed the training course and was pretested and posttested, a control group that had completed a course and was posttested, and another control group that was tested once. The nonverbal test of the Torrance Tests of Creative Thinking was used to determine the training results. The inter-rater reliability of the test was confirmed. The results of this study suggested that the sex and qualifications of the subjects were nonsignificant. However, subjects who rated poorly before training benefited most by training. The research hypothesis which stated that training in creative ability will lead to improvement of creative ability, was confirmed / Psychology / M.A. (Sielkunde)

Die doel van die navorsing was om die doeltreffendheid van 'n opleidingskursus in kreatiewe vaardighede te evalueer. Die navorsingsprosedure is volgens die Solomonviergroepontwerp beplan, maar kon nie deurgevoer word nie weens 'n tekort aan proefpersone. Die navorsingsontwerp het bestaan uit 'n eksperimentele groep wat die opleidingskursus deurloop en 'n voor- en natoets afgete het, 'n kontrolegroep wat die opleidingskursus deurloop en 'n natoets afgete het, en 'n tweede kontrolegroep wat slegs getoets is. Die nieverbale toets van die Torrance Tests of Creative Thinking is gebruik om die uitwerking van die opleiding te bepaal. Die interbeoordelaarsbetroubaarheid van die meetinstrument is bewys. Die resultate dui aan dat die doeltreffendheid van die opleidingskursus nie deur die geslag of kwalifikasies van die proefpersone beinvloed is nie. Verder is bevind dat proefpersone wat voor opleiding lae tellings vir kreatiwiteit behaal het, meer gebaat het by kreatiwiteitsopleiding as persone wat hoe tellings behaal het. Die navorsingshipotese, naamlik dat die oplei~ingskursus sal lei tot 'n verbetering in die kreatiewe vaardighede van die proefpersone, is bevestig / The aim of the study was to evaluate the effectiveness of a training course in creative abilities. The research was structured according to the Solomon four-group design. It failed, because the sample size was inadequate. The research design consisted of an experimental group that had completed the training course and was pretested and posttested, a control group that had completed a course and was posttested, and another control group that was tested once. The nonverbal test of the Torrance Tests of Creative Thinking was used to determine the training results. The inter-rater reliability of the test was confirmed. The results of this study suggested that the sex and qualifications of the subjects were nonsignificant. However, subjects who rated poorly before training benefited most by training. The research hypothesis which stated that training in creative ability will lead to improvement of creative ability, was confirmed / Psychology / M.A. (Sielkunde)

This study aimed at investigating the influence of locus of control and upbringing style on creative thinking of preparatory school learners in schools in the United Arab Emirates. Specifically, the study attempted to answer the following questions: *What is the effect of the family upbringing type (authoritative/authoritarian) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the type of locus of control (internal/external) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the interrelationships of family upbringing type and locus of control on the creative thinking of grade 9 students in schools in the United Arab Emirates? Three scales were used in this study: *The Arabized Rotter Internal-External Locus of Control Scale *Fawzi Abu jabal Scale of family upbringing style *Torrance Tests of creative thinking In order to answer the above-mentioned questions, a random sample from students in the ninth grade was selected. The sample consisted of (527) male and female students. In order to examine the questions of the study and to identify the effects of each of these independent variables, along with there interactions on creative thinking; the following statistical techniques were used: *T-tests *Chi-square tests *Pearson's bivariate and multi-variate correlation *Analysis of variance (222) *Stepwise regression analysis The findings of this study showed: *Upbringing style and the locus of control had a significant effect on creative thinking. All differences were in favour of the internal locus of control and the authoritative upbringing style. *Gender had no significant effect on creative thinking. *There were no significant effects for the dual and treble interactions of the independent variables (gender, upbringing style and locus of control) on creative thinking. The results were interpreted in light of a literature review and the students' socialization practices. / Early Childhood Education and Development / D.Ed. (Socio-Education)

This study aimed at investigating the influence of locus of control and upbringing style on creative thinking of preparatory school learners in schools in the United Arab Emirates. Specifically, the study attempted to answer the following questions: *What is the effect of the family upbringing type (authoritative/authoritarian) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the type of locus of control (internal/external) on the creative thinking of grade 9 students in schools in the United Arab Emirates? *What is the effect of the interrelationships of family upbringing type and locus of control on the creative thinking of grade 9 students in schools in the United Arab Emirates? Three scales were used in this study: *The Arabized Rotter Internal-External Locus of Control Scale *Fawzi Abu jabal Scale of family upbringing style *Torrance Tests of creative thinking In order to answer the above-mentioned questions, a random sample from students in the ninth grade was selected. The sample consisted of (527) male and female students. In order to examine the questions of the study and to identify the effects of each of these independent variables, along with there interactions on creative thinking; the following statistical techniques were used: *T-tests *Chi-square tests *Pearson's bivariate and multi-variate correlation *Analysis of variance (222) *Stepwise regression analysis The findings of this study showed: *Upbringing style and the locus of control had a significant effect on creative thinking. All differences were in favour of the internal locus of control and the authoritative upbringing style. *Gender had no significant effect on creative thinking. *There were no significant effects for the dual and treble interactions of the independent variables (gender, upbringing style and locus of control) on creative thinking. The results were interpreted in light of a literature review and the students' socialization practices. / Early Childhood Education and Development / D.Ed. (Socio-Education)