Students' Divergent Thinking and Teachers' Ratings or Creativity: Does Gender Play a Role?

被引：20

作者：

Kousoulas, Fotis ^{[1
]}

Mega, Georgia ^{[1
]}

机构：

[1] Univ Athens, Lab Biophys Environm Neurosci & Learning, GR-10679 Athens, Greece

来源：

JOURNAL OF CREATIVE BEHAVIOR | 2009年 / 43卷 / 03期

关键词：

Creativity; Gender differences; Divergent thinking; Teachers ratings; GIFTED STUDENTS; SELF-CONCEPT; RELIABILITY; INTELLIGENCE; PERSONALITY; ORIGINALITY; VALIDITY; CHILDREN; VIEWS; TESTS;

D O I：

10.1002/j.2162-6057.2009.tb01315.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The differences between genders regarding the properties of divergent thinking and teachers' ratings of students' creativity are the issue of the present research. Data gathered from three previous experimental studies in Greek primary school students (N total = 228) was used for this purpose. In these studies, divergent thinking tasks were assigned to students and teachers' ratings were collected. The results showed that there were indeed differences in performance - except in the subscale of originality - in favor of girls who were more likely to perform better when they had a male teacher. Teachers' ratings of creativity were not related to students' gender but to teachers' gender.

引用

页码：209 / 222

页数：14

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