COMPARATIVE ANALYSIS OF THE FEATURES OF THE FORMATION OF THE PERSONALITY COMPONENT OF THE CREATIVE ACTIVITY OF ADOLESCENTS WITH VISUAL IMPAIRMENTS AND WITH NORMAL VISION
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Published:
Apr 4, 2022
Abstract
The article implements a comparative analysis of the peculiarities of the formation of the personal component of creative activity of adolescents with visual impairments and normal vision. This study was implemented using the personality-oriented approach. To ensure the reliability of the results, conclusions, and achieve the goal of the study, a set of methods was used: theoretical (deductive – for a systematic description of the phenomenon under study, inductive – to establish patterns, their systematization on the basis of the results obtained), empirical method (a statement experiment using a psychodiagnostic technique). For the first time, in this study was represented a comparative analysis of the peculiarities of the personality component of creative activity of adolescents with visual impairments relative to their peers without visual impairments formation. The results of the study give grounds to conclude that it is necessary to work on the formation of a personality component of creative activity of adolescents with visual impairments.
How to Cite
Petrykina, A. (2022). COMPARATIVE ANALYSIS OF THE FEATURES OF THE FORMATION OF THE PERSONALITY COMPONENT OF THE CREATIVE ACTIVITY OF ADOLESCENTS WITH VISUAL IMPAIRMENTS AND WITH NORMAL VISION. Baltic Journal of Legal and Social Sciences, (2), 101-106. https://doi.org/10.30525/2592-8813-2021-2-12
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Keywords
personal activity, creativity, students, visual impairment, personality-oriented approach
References
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2. Runco M.A. (2010). Development of Creativity. International Encyclopedia of Education (third edition). 251–254. University of Georgia, GA, USA
3. Russ S.W., Christian K.M. (2011). Play. Encyclopedia of Creativity (second edition), 360–366
4. Woodel-Johnson, B.L., Delcourt, M., & Treffinger, D.J. (2012). Relationships between creative thinking and problem solving styles among secondary school students. The International Journal of Creativity & Problem Solving, vol. 22(2), 79–95.
5. Wei Zhang, & Weihua Niu (2013) Creativity in the later life: factors associated with the creativity of the Chinese elderly. The Journal of creative behavior, vol. 47 (1), 60–76.
6. Rothenberg A. (2016). Adolescence and creativity. Psychology today.
7. Altshuller G. (2003). Nayti ideyu. Vvedenie v teoriyu resheniya izobretatelskih zadach [Find an idea. Introduction to the theory of inventive problem solving]. Petrozavodsk, 173–185 [in Russian].
8. Lukanovska A.A. (2010). Tvorchiy potentsial osobistosti: strukturni komponenti [Creative potential of personality: structural components]. Zbirnik naukovih prats K-PNU Imeni Ivana Ogienka, Institutu psihologyi imeni G.S. Kostyuka APN Ukrayiny. Problemi suchasnoyi psihologiyi, 8, 630–644 [in Ukrainian].
9. Zenasni F., Lubart T., Barbot B. (2013). Creative potential and its measurement. International Journal for Talent Development and Creativity, 1(2), 41–50.
10. Torrance Paul E. (1965). Scientific views of creativity and factors affecting its growth. Daedalus, 94 (3), Creativity and Learning, 663–681.
11. Urban K.K. (2004). Kreativitet: Herausforderung fur Schule, Wissenschaft und Gesellschaft [Creativity: a challenge for schools, science, and society]. Munster: Lit verlag, 199 [in German].
12. Matyushkin A. (2004). Kak sformirovat tvorcheskuyu lichnost [How to form creative personality]. Alma-mater: Vestnik vyisshey shkolyi. 8, 30–35 [in Russian].
13. Polanyi M. (1981). The creative imagination. Society, Economics and Philosophy: Selected Papers. London: Martinus Nijhoff Philosophy Library, 91–108.
14. Kobylchenko V. (2010). Sotsialno-psykholohichni osnovy rozvytku ta korektsii osobystosti pidlitka v normi ta pry patolohii zoru [Socio-psychological bases of development and correction of the adolescent`s personality in health and at pathology of sight]. Kyiv : Osvita Ukrainy [in Ukrainian].
15. Rhodes M. (1961). An analysis of creativity. The Phi Delta Kappan, 42 (7), 305–310.
16. Amabile T.M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357–376.
17. Amabile T.M. (2012). Componential theory of creativity. Harvard Business School. Encyclopedia of Management Theory. Eric H. Kessler, Ed., Sage Publications.
18. Csikszentmihalyi M., & Csikszentmihalyi I.S. (Eds.). (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge University Press, 136–142.
19. Davis Gary A., Subkoviak Michael J. (1975). Multidimensional Analysis of a Personality-Based Test of Creative Potential ournal of Educational Measurement, 12, 1, 37–43.
20. Jirásek M., Sudzina F. (2020). Big Five Personality Traits and Creativity. Quality innovation prosperity /Kvalitainovácia prosperita, 24 (3), 90–105. doi: 10.12776/QIP.V24I3.1509
21. Korniat V.S., Tsymbala O.M. (2016). Robochyi zoshyt dlia praktychnykh zaniat z kursu “Osnovy psykhodiahnostyky ta psykhokorektsii” dlia studentiv spetsialnosti “Sotsialna pedahohika” [Workbook for practical classes on the course “Fundamentals of psychodiagnostics and psychocorrection” for students majoring in “Social Pedagogy”]. Lviv, 42–43 [in Ukrainian].
22. Christodoulou P., Fotiadou E., Soulis S., etc. (2019). Relationship of motor development to adaptive behavior of children and adolescents with visual impairment. European Journal of Special Education Research, 4 (4), 115–130.
23. Bolat N., Yavuz M., Dogangun B., Demir T. (2011). Depression and anxiety levels and selfconcept characteristics of adolescents with congenital complete visual impairment. Turkish journal of psychiatry, 22 (2), 77–82.