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... [to full text]

Tyrimo tikslas – nustatyti IX-XI klasių mokinių asmenybės bruožų ir motyvacinės orientacijos sąsajas su kūrybinio mąstymo rodikliais. Tyrime dalyvavo 199 Kauno Antano Smetonos vidurinės mokyklos ir Neveronių vidurinės mokyklos IX-XI klasių mokiniai (berniukai ir mergaitės). Tyrime buvo naudojamas F. E. Williams Kūrybiškumo įvertinimo testas (angl., The Creativity Assessment Packet), R. R. McCrae ir P. T. Costos Asmenybės bruožų klausimynas (angl., BIG5) ir T. M. Amabile, K. G. Hill, B. A. Hennessey, E. M. Tighe Motyvacijos skalė (angl., Work Preference Inventory (Student Form)). Tyrimo duomenų analizė parodė, jog didėjant mokinių atvirumo patyrimui rodikliams, didėja jų kūrybinio mąstymo rodikliai – originalumas, išbaigtumas, pavadinimas. Didėjant mokinių ekstraversijos ir neurotiškumo rodikliams, didėja vienas kūrybinio mąstymo rodiklis pavadinimas. Tuo tarpu 2 mokinių asmenybės bruožai: sutariamumas bei sąmoningumas nėra susiję nei su vienu kūrybinio mąstymo rodikliu. Darbe patvirtinta prielaida, jog didėjant mokinių vidinei motyvacijai veikti, didėja jų kūrybinio mąstymo rodikliai – originalumas, išbaigtumas, pavadinimas. O didėjant mokinių išorinės motyvacijos pripažinimo subskalei, mažėja vienas iš kūrybinio mąstymo rodiklių - išbaigtumas. Taip pat iš tyrimo rezultatų matyti, kad vidinė motyvacija veikti veikia, kaip mediatorius, kūrybinio mąstymo ir 3 asmenybės bruožų - atvirumo patyrimui, ekstraversijos ir sąmoningumo - ryšyje. Tačiau išorinė motyvacija nėra asmenybės... [toliau žr. visą tekstą] / The aim of the study was to assess relationship among students personality Traits, Motivational Orientations and indicators of Creative Thinking in IX through XI grades. 199 students from IX-XI grades in Kaunas Antanas Smetona and Neveronys secondary schools participated in the study. F. E. Williams The Creativity Assessment Packet was used to measure indicators of Creative Thinking. R. R. McCrae and P. T. Costos BIG5 Questionnaire was used for personality traits evaluation. T. M. Amabile, K. G. Hill, B. A. Hennessey, E. M. Tighe Work Preference Inventory (Student Form) was used to measure motivational orientation. The statistic analysis showed that Creative Thinking indicators originality, elaboration and title increase when students openness to experience indexes grow. When students extraversion and neuroticism increase, their indicator for Creative Thinking - title - grows. Student Personalily Traits: agreeableness and conscientiousness are not related to any indicator of Creative Thinking. An assumption that when students intrinsic motivation to work increases, indicators originality, elaboration, title of Creative Thinking go up, was sustained. And when the outward scale of extrinsic motivation increases, students indicator for elaboration decreases. The results showed that intrinsic motivation mediates the relationship between Creative Thinking and openness to experience, Creative Thinking and extraversion, Creative Thinking and conscientiousness. But extrinsic... [to full text]