Empirical Analysis of Creativity in Children and Adolescents with Internalizing and Externalizing Problem Behavior

Lüdeke, Sören; Linderkamp, Friedrich; Baumann, Tobias; Lembke, Eva Julia

doi:10.1007/s10566-020-09546-5

Cited by 2 publications

(4 citation statements)

References 37 publications

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“…It is possible that this relation may be a function of the boarding school curriculum and the focus on the arts. Studies have found symptoms of hyperactivity and inattention to be associated with enhanced creativity and a greater tendency to seek out novel and challenging situations (Boot et al, 2017; Lüdeke et al, 2020). Thus, higher levels of engagement reported among students with more hyperactive and inattentive symptoms may be explained, in part, by a greater tendency to embrace and be engaged in the challenging school curriculum and/or the creativity of the arts.…”

Section: Discussionmentioning

confidence: 99%

Boarding students' perceptions of school climate and well‐being across gender and sexual orientation

Fredrick

McClemont

Traudt

et al. 2022

Psychology in the Schools

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The unique residential context found within boarding schools may have important implications for students' perceptions of school climate and, in turn, may impact their social-emotional well-being. However, there is limited research on the relations between school climate and boarding students social-emotional well-being. This study intended to address this gap by investigating relations between student perceptions of school climate (i.e., engagement, safety, and environment) and socialemotional problems (i.e., emotional problems, conduct problems, hyperactive/inattentive symptoms, and peer problems) across gender and sexual orientation. A sample of 309 boarding students (60% female, 36% sexual minority) was surveyed. Results indicate significant negative relations between school safety and conduct problems and peer problems, and between school environment and hyperactivity/inattention. Findings also revealed differences across gender and sexual orientation among these relations. Further research is needed with larger and more diverse samples of boarding students.

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Section: Discussionmentioning

confidence: 99%

Boarding students' perceptions of school climate and well‐being across gender and sexual orientation

Fredrick

McClemont

Traudt

et al. 2022

Psychology in the Schools

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“…Creativity, defined as the capability to generate useful and novel ideas ( Runco and Jaeger, 2012 ), plays a significant role in adolescents’ survival and success ( Florida, 2002 ). Creativity is generally considered a positive cognitive ability ( Lüdeke et al, 2020 ; Cheng et al, 2021 ). However, it is becoming increasingly recognized that creativity might also have dark aspects.…”

Section: Introductionmentioning

confidence: 99%

“…The reason is that when individuals encounter interpersonal conflicts, creative answers can be substituted for “fighting” responses ( Mouchiroud and Bernoussi, 2008 ). However, others have suggested a positive correlation between creativity and aggressive behavior ( Saggar et al, 2019 ; Lüdeke et al, 2020 ). Highly creative individuals look for creative solutions that benefit themselves ( Cropley et al, 2008 ) and tend to break the rules and law ( Petrou et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

“…Highly creative individuals look for creative solutions that benefit themselves ( Cropley et al, 2008 ) and tend to break the rules and law ( Petrou et al, 2018 ). They fear social labeling less, which may enable them to develop and carry out creative ideas to perform aggressive behavior ( Lüdeke et al, 2020 ). Empirical results have also been unclear: studies have found positive (e.g., Tacher and Readdick, 2006 ; Cheng et al, 2021 ), negative (e.g., Baquedano and Lizarraga, 2012 ), and no significant (e.g., Hao et al, 2020 ) relationships between creativity and aggressive behavior.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between social creativity and aggressive behavior among Chinese junior high school students: The moderating role of hostile attribution bias

Ren

Sun²,

Ji³

et al. 2022

Front. Psychol.

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Recently, research has begun to pay attention to the dark side of creativity. This research attempted to explore the association between social creativity and aggressive behavior as well as the moderating role of hostile attribution bias. Data were obtained from 496 junior high school students in two cities in China using a convenience sampling technique. The results showed that different aspects of social creativity were different related to aggressive behavior. Specifically, appropriateness was negatively, and harmfulness was positively related to aggressive behavior; However, the relation between originality and aggressive behavior was not significant. In addition, hostile attribution bias moderated the relationships between appropriateness/harmfulness and aggressive behavior. Specifically, the negative relation between appropriateness and aggressive behavior as well as the positive relation between harmfulness and aggressive behavior became non-significant when hostile attribution bias was low. Implications of this study are also discussed.

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Empirical Analysis of Creativity in Children and Adolescents with Internalizing and Externalizing Problem Behavior

Cited by 2 publications

References 37 publications

Boarding students' perceptions of school climate and well‐being across gender and sexual orientation

Boarding students' perceptions of school climate and well‐being across gender and sexual orientation

The relationship between social creativity and aggressive behavior among Chinese junior high school students: The moderating role of hostile attribution bias

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