Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Introduction. Due to in many theoretical models creativity is a basic element in order to define intellectual giftedness, in this work, relations between creative abilities and intellectual capacity are examined. At this end, as a first step, we have developed a wide review of previous investigations on the subject. On the basis of a sample containing students belonging to Primary and Secondary Schools, global or by factors differences in creative abilities are analized between gifted students and the remainder ones. Finally, we have tried to determine if the former get high marks when doing a graphical test.Method. The study has been developed on the basis of a sample of 447 students belonging to 4º, 5º and 6º levels of Primary School and to 4º and 5º levels of Secondary Education. Four schools, both public and delivered via a public private partnership, were considered. 54 students were found to have an intelligence quotient (IQ) equal or higher than the 95 percentile in a non-verbal intelligence test. We investigate numerical results obtained by the students on 9 creativity factors, for a proposed graphical test of creativity.Results. Students with high intellectual capacity had better average results, statistically meaningful, in the creativity test and in all its factors. Nevertheless, only a part of these students had very good scores (percentile higher than 75). On the other hand, a large number of students without high intellectual abilities exceeds in creativity to the remainder gifted students. These results are also statistically meaningful.Discussion and conclusions. Results are in agreement with those obtained in classical investigations where, depending on the creativity field studied, weak or moderate correlations between IQ and creativity were found. The present work suggests that a high intellectual capacity leads to better results when solving creativity tasks. However, students with lower IQ can show a high creativity, as not all gifted students are exceptionally creative.

Introduction. The aim of this research was to examine the relationship between state and trait anxiety and verbal and graphic creativity, as well as how the two types of anxiety contribute to predicting creativity in students of Compulsory Secondary Education.Method. The study was conducted with 89 subjects of both sexes between the ages of 12 and 14. The State/Trait Anxiety Inventory was applied, consisting of two independent scales that measure transitory situations and general experiences of stress, and the Prueba de Imaginación Creativa [Test of Creative Imagination], which assesses two types of creativity in their verbal and graphic manifestations, and creative imagination or total creativity.Results. The results showed a negative, statistically significant relationship between both types of anxiety and verbal and graphic creativity; the relationship with trait anxiety being stronger and more significant. However, neither state anxiety nor trait anxiety was a good predictor of verbal and graphic creativity and creative imagination, although the first was more predictive than the second.Discussion and conclusions. The research findings are interesting because of the data they contribute regarding the relationship between anxiety and creativity.

Introduction. This research presents the validated proposal of an entrepreneur competency profile. We analyzed the phases of the entrepreneurial process, and the functions involved in each of them, in order to identify the tasks involved in each function/role and consequently the specific competencies of entrepreneurs.Method. The proposal was validated in two stages, based on judgments from 6 experts (entrepreneurs and scholars). In the first stage, according to the majority assessment of the participating experts, we established the tasks related to each of the functions involved in phases of the entrepreneurial process. In the second stage and using the same criteria, we analyzed the attitudes and skills involved in each of the competencies needed to carry out each task.Results. We present a profile of the competencies of entrepreneurial individuals, in connection with their functions and tasks. Each competency is then described according to its constituent attitudes and skills.Conclusion. The resulting competency profile is a fundamental tool for designing entrepreneurial training, and is in itself a first step in planning such training, since it helps establish educational goals as well as methodological proposals in order to meet them

Introduction. The aim of this study is to present an intervention program for creative skills development applied to a group of students of lower Secondary Education.Method. This program was applied in a school in Zaragoza (Spain) during the 2008-09 academic year. The study used a repeated-measures, quasi-experimental design with non-equivalent control group. The sample included 48 participants, ages 13-14 (24 experimental and 24 control participants). Three assessments were taken, before and after administering the program: the Torrance Test of Creative Thinking (TTCT) was applied as a pretest and postest in its parallel forms, and the Test of Creative Imagination for Young Children (PIC-J) was applied as a follow-up test to improve the reliability of the intervention. The program consisted of weekly 50-minute structured sessions with their objectives, activities and evaluation criteria.Results. ANOVA results showed that development of verbal and figural creativity in the experimental group was significantly higher (p < .05) than in the control group. Verbal creativity development was higher than the figural.Conclusion: The results of this study suggest that, in order to improve the educational effects of creative skill development, creative development should be incorporated into the objectives through the teaching and learning process of the educational methodology. This aspect highlights the importance of preparing the trainee teacher in creative thinking skills.

Introduction. The objective of this research is, firstly, to know the misconceptions that preservice Preschool teachers have about the education for creativity and, secondly, to develop a practical training course, based on free-play techniques, which they can apply in their professional future.Method. To carry out that, 36 third-year Preschool teacher-students were evaluated before and after training, by theory and applied-based 16 test questions on the creative process, based on free-play, which they can apply in their professional future.Results. Results showed a large number of incorrect beliefs, especially applied ones, regarding to the design of a free-play situation used as a resourse to enhance creativity, which were modified after experiencing the training course.Discussion and Conclusion. The data emphasize the need to incorporate a wealth of applied knowledge in the teachers study program for promoting creativity in early childhood education.

Introduction. Historically, terrorism has occurred in various regions of the world and has been considered a local problem until the September, 11 terrorist attacks on the United States in 2001. After 9/11, terrorism has become a global concern. The definition of terrorism has changed from a violent act of a group of local people against their own government for political gains to a violent act of people of a country against another country for political attention. Now a global phenomenon, terrorism has become analogous to a state of war, affecting children and families all over the world and creating a demand for mental health services directed at helping people cope with their feelings following terrorist attacks. This study investigates Turkish elementary school students’ perceptions of worldwide terrorism.Method. Participants comprised 190 fourth and fifth grade elementary school students (98 boys and 92 girls) from four elementary schools in Istanbul. 98 students were in fourth grade and 92 students were in fifth grade. Students’ ages ranged from 9 to 15 (M=10.66, SD=0.76). The Questionnaire of Children’s Perception of Terror (QoCPoT) was developed by the authors and is used in this study. Data were analyzed in SPSS 14.Results. The results indicate that most children know that terrorist attacks took place in Turkey, the United States and around the world. Students most frequently defined terrorism as‘the killing of innocent people’ and categorized terrorists as ‘bandits.’ They report feeling bad when they hear the word ‘terrorism.’ Findings suggest that there are gender differences in children’s perception of terrorism in the affective and cognitive domains.Discussion. This study provides preliminary information about Turkish children’s perceptions of local and global terrorism in cognitive and affective domains of functioning. In general, most children in the study are knowledgeable about the terrorist attacks took place in Turkey, the United States and around the world. It is likely that the media has had an impact on the amount of information children receive on terrorism. Children’s responses show that their definition of terrorism is akin to the original definition of terrorism.

Introduction. Although there have been many definitions and much research has been done in the field of creativity in the last few years, scarce attention has been devoted to studying and investigating the motor area of creativity. In this study we sought to verify the effect that a creative relaxation programme could have on the self-concept and motor creativity of a group of 5 year-old pupils.Methodology. To analyse the effects of the creative relaxation programme (independent variable) on the levels of motor creativity and self concept (dependent variables), a longitudinal, quasi-experimental design was used to compare the groups using pretest – posttest measurement with an experimental and a control group. The (TCAM) Thinking Creatively in Action and Movement test by Torrance (1980) was used to assess motor creativity. To assess the variable self concept, the PCSC test (Perception of child self concept) was utilised (Villa & Azumendi, 1992).Results. Statistical analyses of the variables showed significant differences in favour of the experimental group with regard to the control group.Discussion. The results obtained in this research work agree with those found by other studies, thus demonstrating the feasibility of stimulating self-concept and creativity in the Infant Education stage.

Introduction. Recent research in educational psychology has explored student approaches to learning (SAL) and epistemological beliefs within the theoretical framework of self-regulated learning. The focus of this research study seeks to explore the predictiveness of learning approaches and epistemological beliefs on students’ self-regulatory processes.Method. 603 (266 females, 337 males) first-year students from the University of the South Pacific participated in this study. The revised Study Process Questionnaire, the Epistemological Beliefs Questionnaire, and various self-regulatory strategies questionnaires were used to measure students’ beliefs about their knowledge, learning approaches, and self-regulatory processes.Results. Factor analysis indicated clear patterns of students’ beliefs about the nature of knowledge and learning. Various dimensions of epistemological beliefs related to students’ self-efficacy beliefs, mastery goal orientation and self-regulatory strategy use. Deep motive to learning related positively with motivational and strategic processes, whereas deep strategy was found to relate with students’ self-efficacy beliefs.Discussion and Conclusion. The findings of our study are significant as they support the theoretical contention and empirical evidence pertaining to the inclusion of both SAL and students’ epistemological beliefs within the framework of self-regulation.

El presente trabajo se centra en el estudio del sentido del humor de las personas con discapacidad intelectual. El tema se introduce con una aproximación a algunas de las principales teorías, definiciones y modelos con los que se ha intentado explicar psicológicamente este fenómeno humano; para luego ir vinculando estos conocimientos, desde una perspectiva evolutiva, a la discapacidad intelectual. Se revisan los resultados de varias investigaciones llevadas a cabo sobre la apreciación del sentido del humor en las que se comparan grupos, la mayoría infantiles, con diversas características como el autismo, los problemas de aprendizaje y la discapacidad intelectual. A continuación el tema se centra más detalladamente en las personas adultas con discapacidad intelectual, analizando algunos condicionantes que concurren en su apreciación y en su comportamiento humorístico. Y, por último, se establecen varias conclusiones entre las que destacan que el sentido del humor, también, es un asunto muy importante para el bienestar emocional de las personas con discapacidad intelectual y la necesidad de ampliar los conocimientos que se tienen actualmente sobre este tema.