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Diagnostical tools to evaluate student’s creative thinking development
Abstract
We show the data of diagnostic research, main aim is to analyze the development level of structural components of students creative thinking. Creative thinking is interpreted as a profes-sionally-oriented thinking characterized by the ability to generate a lot of original ideas in unregu-lated conditions of activity, developed verbal creativity and insight, a high level of reflection, in-quisitiveness, imagination, self-control of emotional states. We consider it as the most important factor influencing personal and professional self-change of students – future psychologists. We re-veal the indicators of creative thinking development and the diagnostic tools for their evaluation are substantiated, identify and analyze the main problem areas in the development of creative thinking of students (low level of verbal activity, lack of curiosity, lack of understanding of the need for further work on the development of imagination). Using diagnosis we reveal the relation-ship between the individual psychological characteristics of the personality of students-psychologists and their predominant types of thinking: subject, symbolic, symbolic and imagina-tive. We obtain the analysis results using a five-factor personal questionnaire by R. McCrae and P. Costa which allows to make a personal portrait of the subjects by many factors: extra – version – introversion, attachment – isolation, self-control – impulsiveness, emotional stability-instability, expressiveness-practicality. We reveal the difficulties in the development of creative thinking, which meet students with a focus on the prevalence of one of the indicators in a particular pair. We present the factor analysis results of the obtained data carried out by principal component analysis with the construction of the correlation matrix and subsequent orthogonal rotation. Correlation analysis showed that the students' scale of creativity correlates with such indicators as imagination, creative thinking, activity – passivity, domination – submission, manifestation – avoidance of guilt, extroversion – introversion, credulity – suspicion, curiosity – conservatism, curiosity – realism, activity component. The results of the study can be used in the educational programs development aimed at the students’ creativity development and personal and professional competencies formation of future psychologists in high school.
The article is dedicated to studying and developing strategies for fostering creative thinking among students through the teachingof poetry writing in a foreign language. In professional activities, creative thinking is evident when one must act in situations of uncertainty, lack of standard problem-solving methods, and rapidly changing conditions. A set of exercises for preparing students to create poetic texts has been proposed and tested. Both standard methods and new ones, based on the theoretical principles of D. Hanauer, are applied, ensuring a high-quality preparatory stage that motivates students to self-discovery and self-expression. The experiment showed that 100 % of the participants not only demonstrated their ability to independently complete the final task using literary techniques but also displayed deep involvement in the process of writing poetry. They were able to merge the content of the novel with their own memories and emotions, creating unique and emotionally rich poetic works. The obtained results have practical applications in the field of developing students’ creative thinking when studying a foreign language.
The research featured the effect of the dominant cognitive style on the creativity of college students. The research objective was to study the dynamic transformations of the content characteristics of creativity in college students with different cognitive styles. The article introduces various approaches to the concepts of cognitive style and creativity in foreign and domestic psychology. A set of experiments revealed the necessity to take into account the dominant cognitive style as a creativity determiner and proved the effect of cognitive style on creativity. The authors studied the dynamics of creativity in students, based on their field dependence / independence and integrity / differentiality. The field-dependent students appeared to be more involved in the academic information al environment. They were unable to change their attitudes and opinions, even in conditions of directional influence during the psychological training. The field-independent student showed better creativity after the psychological training as they strived to develop their own attitude to all incoming information. The participants with predominating differentiality were more creative, while their differential state vector depended on their ability to satisfy their need to detail the information they perceived and produced.
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