Domains of Everyday Creativity and Personal Values

Lebedeva, Nadezdha; Schwartz, Shalom H.; Vijver, Fons J. R. van de; Plucker, Jonathan A.; Bushina, Ekaterina

doi:10.3389/fpsyg.2018.02681

Cited by 26 publications

(26 citation statements)

References 49 publications

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“…For the Rostov students, the first factor was the value of power. These results are confirmed in studies [7,17,20]. The Crimean students strive for positive interaction.…”

Section: Discussionsupporting

confidence: 74%

The uniqueness of values and personal traits of Generation Z students in the innovative educational space of the southern region of Russia

Pishchik

Spivachuk

2020

E3S Web Conf.

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The value gap between the subjects of the educational space makes it difficult to introduce innovations in the process of interaction between a teacher and a student. The study is aimed at comparing the Big five (TIPI-RU) traits and Schwartz values in Generation Z students. Students (N=396) are residents of the Crimea and the Rostov region. We assumed that if respondents belong to the same age group and are identified with the same Generation Z group, they must have similar personality traits and value structure. As a result, we found out that the values of conservatism and self-transcendence prevailed in both groups. The Crimean students have the values of universalism, kindness, security is associated with achievements. The Rostov students have the most expressed values of universalism and independence, security is associated with power. The Crimean students were dominated by personal traits: conscientiousness, consent and openness to experience, extroversion. The Rostov students showed conscientiousness and openness to experience. We concluded that the differences between the two groups mainly relate to the value structure and the respondents’ area of residence plays a role. The research can be useful for developing work and training programs for young people.

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“…For the Rostov students, the first factor was the value of power. These results are confirmed in studies [7,17,20]. The Crimean students strive for positive interaction.…”

Section: Discussionsupporting

confidence: 74%

The uniqueness of values and personal traits of Generation Z students in the innovative educational space of the southern region of Russia

Pishchik

Spivachuk

2020

E3S Web Conf.

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“…Contemporary researchers emphasize the creative potential of values. Dollinger et al (2007) , Kasof et al (2007) , Lebedeva, Schwartz, Plucker, & Van De Vijver, 2019 present to some extent similar findings as they all used Schwartz Value Survey (respectively: Schwartz, 1992 ; ( Schwartz, 1994 ), Schwartz, 2012 ). These studies disclosed that such values as self-direction, stimulation and universalism foster creativity.…”

Section: The Background Of the Conceptual Frameworksupporting

confidence: 61%

Problem solving through values: A challenge for thinking and capability development

Škėrienė

Jucevičienė

2020

Thinking Skills and Creativity

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Highlights This paper introduces the 4W framework of consistent problem solving through values. The 4W suggests when, how and why the explication of values helps to solve a problem. The 4W is significant to teach students to cope with problems having crucial consequences. The paper considers challenges using such framework of thinking in different fields of education.

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“…The separate areas constituted three broad dimensions of creativity: a creative lifestyle, performing arts, and intellectual achievement. Also, spontaneous, day-to-day creative activity among adolescents was recently overviewed using hierarchical classification that emphasizes multiple domains and micro-domains (Zielinska, in press), also in connection with values that might be associated with creative activity (Lebedeva et al, 2019).…”

Section: Creative Lockdownmentioning

confidence: 99%

Creative Lockdown? A Daily Diary Study of Creative Activity During Pandemics

Karwowski¹,

Zielińska²,

jankowska³

et al. 2020

Preprint

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The current COVID-19 pandemic is influencing our lives in an enormous and unprecedented way. Yet while this impact is being intensively studied with regard to a broad range of health, social, and psychological aspects, the effects of COVID-19 for creativity have been overlooked. Here, we explore COVID-19-lockdown’s consequences for creative activity. To this end, we relied on two extensive diary studies. The first, held in March 2019 (pre-pandemic), involved 78 students who reported their emotions and creativity over two weeks (927 observations). The second, conducted in March 2020 (during the pandemic and lockdown), involved 235 students who reported on their emotions, creativity, and the intensity of thinking and talking about COVID-19 over a month (5,904 observations). Multilevel meditations and dynamic structural equation modeling have shown that compared to 2019, during the lockdown, students engaged slightly, yet statistically significantly more in creative activities. Analysis of diaries collected during the pandemic also showed that students who spent more time discussing or searching for information about COVID-19 were not only more engaged in different creative activities but also declared more positive emotions. We propose potential explanations of these unexpected results along with future studies directions.

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Domains of Everyday Creativity and Personal Values

Cited by 26 publications

References 49 publications

The uniqueness of values and personal traits of Generation Z students in the innovative educational space of the southern region of Russia

The uniqueness of values and personal traits of Generation Z students in the innovative educational space of the southern region of Russia

Problem solving through values: A challenge for thinking and capability development

Creative Lockdown? A Daily Diary Study of Creative Activity During Pandemics

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