|dc.description.abstract||The focus of this study was on creativity and how a creativity programme may
improve aspects such as creativity, coping, self~concept and problem solving,
which is a component of emotional intelligence.
A school in the North West Province was identified for participation in this
research. The learners in the school were representative of various racial and
socio~conomic strata. The learners identified were in their middle childhood
(grade 4-7). They were randomly selected and then divided into a control and an
experimental group. Both groups completed the Torrance Test for Creative
Thinking; the BarOn Emotional Quotient Inventory and the Tennessee SelfConcept
Scale. The parents of both groups were requested to complete the
Stress Response Scale.
The data was processed by the Statistical Consultation Service of the NorthWest
University. The Cronbach Alpha Coefficient was used to determine the
reliability of the tests, while the validity was detennined by factor analysis.
Descriptive statistics focused on the skewness and kurtosis, and the ANCOVA
technique was used to detennine the pre- and post-testing scores.
Reliability was found for the measuring instruments. Statistical significance was
found for most of the tests. Creativity levels improved significantly, as indicated
by a comparison between the control and the experimental groups' pre- and
post-testing. The originality scores, which are an indication that the individuals
are able to provide responses that are original and not ordinary, showed
significant improvements after the programme. Although the scores for the selfconcept
did not improve significantly, slight improvements were found.
Significant improvements were found for the Interpersonal Scale of the BarOn
Emotional Quotient, but the remaining scores did not significantly improve. The Stress Response Scale, which was completed by the parents of the participants,
did not reflect significant changes either, but it nevertheless appears that the
programme had an effect on the post-testing scores.
Minor problems were experienced in the study. There are no South African
norms with which to compare the results, and the results obtained appeared
lower than those for international studies. However, in the absence of South
African norms, these results cannot be considered as poor. Language also
proved to be a problem, as the tests and the programme were administered in
English, which is not the mother tongue of most of the respondents. Lastly,
extra-mural activities affected the programme, and the results were influenced by
children and parents who did not correctly complete the questionnaires.
Based on the study it seems that children in the middle childhood do not present
with high creativity levels and that their self-concept, coping and levels of
emotional intelligence are poor. However, after the implementation of the
programme, these levels increased. It therefore provided a foundation for the
further development of creativity, and if the concepts in the programme could be
taught to the learners on an individual basis, an improvement should be found.
Keywords: creativity, coping, self-concept, emotional intelligence, problem solving||