Creative development, self-esteem and barriers to creativity in university students of education according to their participation in artistic activities
Metadatos
Mostrar el registro completo del ítemEditorial
Elsevier
Materia
Barriers Creativity Artistic activities University Educational Sciences Gender
Fecha
2023-03-19Referencia bibliográfica
H. Chacón-López and A. Maeso-Broncano. Creative development, self-esteem and barriers to creativity in university students of education according to their participation in artistic activities.. Thinking Skills and Creativity 48 (2023) 101270. [https://doi.org/10.1016/j.tsc.2023.101270]
Patrocinador
University of Granada Funding Programme of the Vice-Rector’s Office for Equality, Inclusion and Sustainability in terms of inclusion within the UGR’s Own Research and Transfer Plan 2018”. Funding for open access charge: Universidad de Granada / CBUA.Resumen
Different studies have pointed out the relationship between participation in artistic activities and
creative development. However, there is scant literature that addresses the issue in students who
are training to be future teachers. This is the reason for the present study, which focuses on
university students of education degrees at two public universities located in different Spanish
cities. The main objective of the study was to discover the role played in creative development,
self-esteem and barriers to creativity by prior participation in artistic activities. The study also
aimed to detect the frequency with which these students undertook artistic activities and to
determine which activities were most frequently carried out by men and women. In view of the
scarcity of rigorous measurement instruments validated for the Spanish population, the study also
proposed to validate the Inventory of Personal Creativity Barriers in the Spanish population. A
total of 574 students participated in the validation and 291 (randomly selected) in the subsequent
quasi-experimental, descriptive, cross-sectional study. A questionnaire was used to collect sociodemographic
data, a Personal Creativity Barriers Inventory, the Test of Creative Imagination for
Adults (PIC-A) (2012) and the Rosenberg Self-Esteem Scale (1965). The validation of the Inventory
showed contrasted evidence of internal consistency. The results of the study to determine
differences associated with participation in artistic activities detected that the group who carried
out such activities obtained higher scores in narrative, graphic (although at the limit of significance)
and general creativity. No significant differences were found between the groups in the
factors of barriers to creativity or self-esteem. We conclude by recommending participation in
artistic activities given the benefits deriving from creativity, particularly in narrative and graphic
tasks.