Received:
2021-11-15 | Accepted:
2022-02-07 | Published:
2022-03-30
Title
Perceived creatvity and the big five personality traits of specialists trained for profession: trends in their interaction
Abstract
The expression of personality traits and creativity of students in different study programmes may differ. The goal of the research is to investigate and compare differences in the expression of personality traits and perceived creativity and their links in two groups of research participants: 1) where the study programmes do not include study subjects for promotion of creativity expression, and 2) where the study programmes include the study subjects that promote the expression of creativity. The research methods: the NEO Five Factor Inventory (Costa, Mc.Crae, 1992) was used to investigate the students’ personality traits. Perceived creativity was analysed applying the Questionnaire for Personality Creativity (Petrulis, 1988). The data collected during the research was processed using the method of statistical analysis. The analysis of comparing the values of the components of the personality traits and perceived creativity was conducted applying the Student-t test. Investigation of the correlations of perceived creativity with the indicators of the personality traits was carried out using the Pearson’s correlation coefficient. The research results showed that significantly higher average values in the scales of originality, childishness and pursuit of creativity were observed among students from the study programmes, which included the study subjects that enhance the expression of creativity, compared with those of students, who chose the study programmes without the study subjects that promote the expression of creativity. However, criticality was stronger expressed among the latter students. Evaluation of the expression of personality traits disclosed significantly higher average values of openness to experience and neuroticism in the group of students from the study programmes with the study subjects that promote creativity compared to the students from the study programmes without such study subjects. However, the level of extraversion expression was characteristic of the students in the latter group. The conducted correlation analysis of the interaction of perceived creativity and the Big Five personality traits disclosed different results of strength and quantity of links between the indicators of personality traits and perceived creativity in the different participants’ groups. The research results will have enduring value in the scientific debate about the peculiarities of the expression of the components of students’ perceived creativity and the personality traits and their interrelations, their practical significance foreseeing conditions and possibilities for efficiency of creativity expression in higher education.
Keywords
perceived creativity, personality traits, students
JEL classifications
M54
URI
http://jssidoi.org/jesi/article/948
DOI
Pages
265-283
Funding
This is an open access issue and all published articles are licensed under a
Creative Commons Attribution 4.0 International License
References
Ackerman, P. L., Beier, M. E. (2003). Intelligence, Personality, and Interests in the Career Choice Process. Journal of Career Assessment. https://doi.org/10.1177/1069072703011002006
Search via ReFindit
Beresnevičius, G. (2010). Kūrybiškumo ir kūrybinio mąstymo edukacinės dimensijos. Edukologijos daktaro disertacija. Šiaulių universitetas. Šiauliai, p.180
Search via ReFindit
Charyton, C., Snelbecker, G.E. (2007). General, Artistic and Scientific Creativity Attributes of Engineering and Music Students. Creativity Research Journal, 19 (2-3), p. 213-225. https://doi.org/10.1080/10400410701397271
Search via ReFindit
Costa P.T., McCrae R.R. (1992). Revised NEO personality inventory (NEO PI-R) and NEO five-factor inventory (NEO-FFI). Vocational manual. Odessa: Psychological Assessment Ressources
Search via ReFindit
Feist, G. J. (1998). A meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2 (4), 290-309. https://doi.org/10.1207/s15327957pspr0204_5
Search via ReFindit
Future Work Skills 2020 (2011). Institute for the Future for the University of Phoenix Research Institute.
Search via ReFindit
Grakauskaitė-Karkockienė, D. (2013). Studentų kūrybiškumo, asmenybės bruožų ir gimimo eiliškumo sąsajos. Acta Pedagogica Vilnensia, 31, 84-94. https://doi.org/10.15388/ActPaed.2013.31.2513
Search via ReFindit
Hana, S., Pistole, M. C. (2017). Big Five Personality Factors and Facets as Predictors of Openness to Diversity. The Journal of Psychology, 151(8), 752-766. https://doi.org/10.1080/00223980.2017.1393377
Search via ReFindit
Hong, M, Dyakov, D. G., Zheng, J. (2020). Self-esteem and psychological capital: Their mediation of the relationship between Big Five personality traits and creativity in college students. Journal of Psychology in Africa, 30(2), 119-124. https://doi.org/10.1080/14330237.2020.1744286
Search via ReFindit
Hsu, Y. (2019). Advanced Understanding of Imagination as the Mediator between Five-Factor Model and Creativity. The Journal of Psychology, 153(3), 307-326. https://doi.org/10.1080/00223980.2018.1521365
Search via ReFindit
Jirásek, M., Sudzina, F. (2020). Big Five Personality Traits and Creativity. Quality Innovation Prosperity, 24(3). https://doi.org/10.12776/qip.v24i3.1509
Search via ReFindit
Karimi, S., Malek, F. A., Farani, A. Y. (2021). The relationship between proactive personality and employees' creativity: the mediating role of intrinsic motivation and creative self-efficacy. Economic Research-Ekonomska Istraživanja. https://doi.org/10.1080/1331677X.2021.2013913
Search via ReFindit
Kaspi - Baruch, O. (2017). Big Five Personality and Creativity: The Moderating Effect of Motivational Goal Orientation. The Journal of Creative Behavior, 0(0), 1-14.
Search via ReFindit
Kryshtanovych, M., Bilyk, V., Hanushchyn, S., Sheremet, I., Vasylenko, K. (2021). Modelling the Ways to Increase the Creativity of Psychology Students as a Basic Factor in Professional Development. Creativity studies, 14(1), 34-50. https://doi.org/10.3846/cs.2021.12571
Search via ReFindit
Leopold, T., Ratcheva, V., Zahidi, S. (2016). The Future of Jobs: Employment, skills and workforce strategy for the fourth industrial revolution. Geneva, Switzerland: World Economic Forum. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
Search via ReFindit
Leung, A. K., Maddux, W. W., Galinsky, A. D., Chiu, Ch. (2008). Multicultural Experience Enhances Creativity: The When and How. American Psychologist, 63(3), 169-81. https://doi.org/10.1037/0003-066X.63.3.169
Search via ReFindit
Levy, F., Cannon, C. (2016). The Bloomberg job skills report 2016: What recruiters want. https://www.bloomberg.com/graphics/2016-job-skills-report/
Search via ReFindit
Mammadov, S., Cross, T. L., Cross, J. R. (2019). In Search of Temperament and Personality Predictors of Creativity: A Test of a Mediation Model, Creativity. Research Journal, 31(2), 174-187. https://doi.org/10.1080/10400419.2019.1577085
Search via ReFindit
Pacevičius, J. (2005). Emociniai asmenybės bruožų koreliatai. Psichologija, 31, 16-38. https://doi.org/10.15388/Psichol.2005..4340
Search via ReFindit
Pringle, C. D., DuBose, P. B., Yankey, M.D. (2010). Personality Characteristics and Choice of Academic Major: Are Traditional Stereotypes Obsolete? College Student Journal, 44 1).
Search via ReFindit
Rakauskaitė, E. D. (2014). Kūrybingumo ugdymas - investicija į kūrybinę visuomenę. Socialinės technologijos, 4(2), 333-347. https://doi.org/10.13165/ST-14-4-2-07
Search via ReFindit
Rogers, C. R. (2005). Apie tapimą asmeniu. Psichoterapeuto požiūris į psichoterapiją. Vilnius: Via Recta.
Search via ReFindit
Sánchez-Ruiz, M. J., Hernández-Torrano, D., Pérez-González, J. C., Batey, M., Petride, K. V (2011) The relationship between trait emotional intelligence and creativity across subject domains. Motivation and Emotions. https://doi.org/10.1007/s11031-011-9227-8
Search via ReFindit
Sapranavičiūtė, L., Perminas, A., Šinkariova, L. (2010). Meninio ir socialinio profilio studentų kūrybiškumo ir asmenybės bruožų palyginimas. Socialinių mokslų studijos, 3 (7), 97-114.
Search via ReFindit
Sitar, A. S., Černe, M., Aleksić, D., Mihelic, K. K. (2016). Individual Learning Styles and Creativity. Creativity Research Journal, 28(3), 334-341. https://doi.org/10.1080/10400419.2016.1195651
Search via ReFindit
Sosa, R., Kayrouz, D. (2020). Creativity in graduate business education: Constitutive dimensions and connections. Innovations in Education and Teaching International, 57(4), 484-495. https://doi.org/10.1080/14703297.2019.1628799
Search via ReFindit
Soto, C. J. (2018). Big Five personality traits. In M. H. Bornstein, M. E. Arterberry, K. L. Fingerman, & J. E. Lansford (Eds.), The SAGE encyclopedia of lifespan human development, 240-241. Thousand Oaks, CA: Sage
Search via ReFindit
Sternberg, R. J. (2006). Creating a Vision of Creativity: The First 25 Years. Psychology of Aesthetics. Creativity, and the Arts, S(1), 2-12. https://doi.org/10.1037/1931-3896.S.1.2
Search via ReFindit
Sung, S. Y., Jin Nam Choi, J. N. (2009). Do Big Five personality factors affect individual creativity? The moderating role of extrinsic motivation. Social Behaviour and Personality, an International Journal, 37(7), 941-956. https://doi.org/10.2224/sbp.2009.37.7.941
Search via ReFindit
The Future of Education and Skills. Education 2030 (2018). OECD.
Search via ReFindit
Torrance, E.P. (1986). Teaching creative and gifted learners. In M. C. Witrock (Ed.), Handbook of research on teaching (3rd ed. 630-647). New York: Macmillan
Search via ReFindit
Vaičiūnienė, V., Mažeikienė, V. (2014). Kūrybiškumas, įtinklintas mokymas(is) ir visapusiškesnių pažintinių gebėjimų ugdymas universitetinėse studijose. Socialinių mokslų studijos, 6(1), 21-33. https://doi.org/10.13165/SMS-14-6-1-02
Search via ReFindit
Wang, N., Jome, L. M., Haase, R. F., Bruch, M. A. (2006). The role of personality and career decision-making self-efficacy in the career choice commitment of college students. Journal of Career Assessment, 14, 312-332. https://doi.org/10.1177/1069072706286474
Search via ReFindit
Werner, C. H., Tang, M., Kruse, J., Kaufman, J., Sporrle, M. (2014).The Chinese Version of the Revised Creativity Domain Questionnaire (CDQ-R): First Evidence for its Factorial Validity and Systematic Association with the Big Five. The Journal of Creative Behavior, 48(4), 254-275. https://doi.org/10.1002/jocb.51
Search via ReFindit
Worrell, F.C., Cross, W.E. (2004). The Reliability and Validity of Big Five Inventory Scores with African American College Students. Journal of Multicultural Counseling and Development, 32(1), 7-31. https://doi.org/10.1002/j.2161-1912.2004.tb00358.x
Search via ReFindit
Yao, X., Li, R. (2021). Big five personality traits as predictors of employee creativity in probation and formal employment periods. Personality and Individual Differences, 182 (109914). https://doi.org/10.1016/j.paid.2020.109914
Search via ReFindit
Zare, M., Flinchbaugh, C. (2019) Voice, creativity, and Big Five Personality Traits: A meta-analysis. Human Performance, 32(1), 30-51. https://doi.org/10.1080/08959285.2018.1550782
Search via ReFindit
Zhao, L., Davis, L. and Copeland, L. (2018). Entrepreneurial intention: an exploratory study of fashion students. Journal of Enterprising Culture, 26 (1), 27-50. https://doi.org/10.1142/S0218495818500024
Search via ReFindit
Žukauskienė, R., Barkauskienė, R. (2006). Lietuviškos NEO PI-R versijos psichometriniai rodikliai. Psichologija, 33, 7-21. https://doi.org/10.15388/Psichol.2006..4320
Search via ReFindit
Петрулис, В. (1988). Рефлексия кpеативности и творческая продуктивность у научных работников. Ленинград (Санкт-Петербург).
Search via ReFindit
RSS 1.0
