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Criatividade e autoconceito em estudantes do ensino superior
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A Criatividade e o Autoconceito têm vindo a assumir cada vez maior relevância junto da comunidade científica. No entanto, faltam estudos acerca de cada um dos conceitos e, sobretudo, acerca da relação entre ambos. A relação entre estes dois conceitos surge na presente tese como tema central, tendo sido investigado o seguinte problema de investigação: Como se caracterizam a criatividade e o autoconceito em estudantes do ensino superior, como é que estas variáveis se relacionam entre si, e quais os seus fatores? No que respeita à metodologia, optou-se por uma metodologia quantitativa, com uma amostra de 588 estudantes do ensino superior de escolas superiores ou faculdades em Lisboa e Santarém. Os instrumentos utilizados foram o Inventário de Barreiras à Criatividade Pessoal (Alencar, 1999; Morais, Almeida, Azevedo, Alencar, & Fleith, 2014), a Escala de Autoestima de Rosenberg (Rosenberg, 1979), a Escala de Estilos de Pensar e Criar (Wechsler, 1999; Garcês, 2011), e a Escala Multidimensional de Autoconceito Forma 5 (Garcia & Musitu, 1999). A análise dos resultados permitiu encontrar como se distribuem os alunos em grupos, quer superior, quer inferior à média no autoconceito e na criatividade, com percentagens notórias e a merecer atenção abaixo da média. Foram também encontradas relações significativas entre a criatividade e o autoconceito, bem como entre cada uma destas variáveis e as variáveis sociodemográficas consideradas – sexo; idade; habilitações escolares da mãe; habilitações escolares do pai; número de retenções ao longo da escolaridade; saída de casa; média de entrada no ensino superior; primeira opção do curso frequentado; média de classificações do último ano; avaliação do rendimento académico; exercício de atividade laboral; apoio psicológico –, apresentando-se consistentes com os estudos revistos e sugerindo novos estudos. O estudo termina com a discussão dos resultados e recomendações de futuros estudos.
Creativity and Self-Concept have taken on a growing relevance in the eyes of the scientific community. However, there is a lack of research on each one of these concepts and, most of all, on the relationship between them. The relationship between these two concepts is the main subject of this thesis, which investigates the following research problem: How would one characterize creativity and self-concept in higher education students, how are these two variables related, and what factors do they include? Concerning the methodology, a quantitative approach was chosen, using a sample of 588 students from higher education institutes and universities from Lisbon and Santarém. The instruments used were the Inventory of Barriers to Personal Creativity (Alencar, 1999; Morais, Almeida, Azevedo, Alencar, & Fleith, 2014), the Rosenberg Self- Esteem Scale (Rosenberg, 1979), the Thinking and Creating Styles Scale (Wechsler, 1999; Garcês, 2011) and the Five-Factor Self-Concept Questionnaire (Garcia & Musitu, 1999). The results analysis made it possible to find out how students are distributed in groups, divided as per above or below average in self-concept and creativity, with notorious percentages below average which merit attention. Significant relations between creativity and self-concept were also found, as well as between these variables, and between them and the sociodemographic variables covered – sex; age; mother's school qualifications; father's school qualifications; number of retentions throughout schooling; leaving home to enroll; average classifications of entry into higher education; first option of the course attended; average of last year's classifications; evaluation of academic performance; work activity; psychological support –, which was consistent with the studies reviewed while also suggesting further study. We close this thesis with a discussion of results and recommendations of further studies.
Creativity and Self-Concept have taken on a growing relevance in the eyes of the scientific community. However, there is a lack of research on each one of these concepts and, most of all, on the relationship between them. The relationship between these two concepts is the main subject of this thesis, which investigates the following research problem: How would one characterize creativity and self-concept in higher education students, how are these two variables related, and what factors do they include? Concerning the methodology, a quantitative approach was chosen, using a sample of 588 students from higher education institutes and universities from Lisbon and Santarém. The instruments used were the Inventory of Barriers to Personal Creativity (Alencar, 1999; Morais, Almeida, Azevedo, Alencar, & Fleith, 2014), the Rosenberg Self- Esteem Scale (Rosenberg, 1979), the Thinking and Creating Styles Scale (Wechsler, 1999; Garcês, 2011) and the Five-Factor Self-Concept Questionnaire (Garcia & Musitu, 1999). The results analysis made it possible to find out how students are distributed in groups, divided as per above or below average in self-concept and creativity, with notorious percentages below average which merit attention. Significant relations between creativity and self-concept were also found, as well as between these variables, and between them and the sociodemographic variables covered – sex; age; mother's school qualifications; father's school qualifications; number of retentions throughout schooling; leaving home to enroll; average classifications of entry into higher education; first option of the course attended; average of last year's classifications; evaluation of academic performance; work activity; psychological support –, which was consistent with the studies reviewed while also suggesting further study. We close this thesis with a discussion of results and recommendations of further studies.
Descrição
Palavras-chave
Estilos de pensar e criar barreiras à criatividade autoconceito autoestima estudantes do ensino superior variáveis sociodemográficas Styles of Thinking and Creating Barriers to Creativity Self-Concept Self-Esteem Higher Education Students