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dc.contributor.authorBoshoff, Tanya
dc.descriptionThesis (Ph.D. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2006.
dc.description.abstractThe 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
dc.publisherNorth-West University
dc.subject.otherEmotional intelligence
dc.subject.otherProblem solving
dc.titleThe compilation and evaluation of a creativity programme for children in middle childhooden

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  • ETD@PUK [7476]
    This collection contains the original digitized versions of research conducted at the North-West University (Potchefstroom Campus)

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