Povezanost interesovanja i verbalna fluentnost kod učenika osnovne škole

Abstract

Podsticaj za ispitivanje povezanosti interesovanja i kreativnosti zasnovan je na rezultatima biografskih studija koje ukazuju da su visoko kreativni pojedinci već u detinjstvu imali šira i dublja interesovanja od svojih vršnjaka. U procesu definisanja interesovanja dete isprobava svoje kapacitete i nalazi oblast u kojoj će kasnije dati kreativne doprinose. Predmet proučavanja je veza između interesovanja učenika osnovne škole i njihove verbalne fluentnosti, kao bazične karakteristike kreativnog mišljenja. Utvrđeno je da je širina interesovanja pozitivno povezana sa verbalnom fluentnošću, pri čemu je veza nešto izraženija kod dečaka (r= 0.33, p = .007) nego kod devojčica (r = 0.24, p = .030). Takođe intenzitet naučnih interesovanja dečaka i devojčica je značajno povezan sa njihovom verbalnom fluentnošću (za dečake: r= 0.39; za devojčice: r=0.35). Ali, kada se statistički kontroliše školski uspeh, veza između intenziteta naučnih interesovanja i verbalne fluentnosti ostaje značajna kod dečaka, dok se kod devojčica gubi. Zaključeno je da rezultati potkrepljuju teorijske pretpostavke o značaju interesovanja za kreativnost i ukazuju na potrebu za obraćanjem pažnje na efekat pola. Pored širine i intenziteta interesovanja, za vezu sa kreativnošću važna je i oblast u kojoj se interesovanja ispoljavaju i kreativnost meri.

The incentive for studying the linkage between interests and creativity is based on the results of biographical studies that indicate that highly creative individuals had wider and more intensive interests than their peers already in the period of childhood. In the process of defining interests, the child tests his/her capacities and discovers the domain in which he/she will later provide creative contributions. The subject of this paper is the linkage between interests of primary school pupils and their verbal fluency, as basic characteristic of creative thinking. It was determined that the wideness of the span of interests is positively correlated with verbal fluency, whereby the correlation between interests and verbal fluency is somewhat higher for boys (r= 0.33, p = .007) than for girls (r = 0.24, p = .030). Also, the intensity of scientific interest of boys and girls is significantly correlated with their verbal fluency (for boys: = 0.39; for girls: r=0.35). But, when school achievement is statistically controlled, the correlation between the intensity of scientific interests and verbal fluency remains significant for boys, while it disappears for girls. It was concluded that the results confirmed the theoretical assumptions about the importance of interest in creativity and pointed out to the need for paying attention to the effect of gender. Besides the span and intensity of interests, the domain in which interests are manifested and creativity is measured is also important for the linkage with creativity.