engleski

Measuring creative potential in Croatia and Slovenia

This plenum aims to discuss issues in measuring creative potential in students in Croatia and Slovenia. It will present an outline of the initial activities on the Croatian adaptation of EPoC test, and the organized workshops that followed the test adaptation. Darko Lončarić will present the organizational framework for data collection used in Croatia and provide brief information on the preliminary results. The test was applied in different creative domains: Graphic and Verbal domain (450 children between 5 to 14 years of age), Science domain (172 children between 6 to 13 years of age), and Social domain (136 children between ages 6-13). Darko Lončarić will also present the current state and prospects for the adaptation of the Mathematical creativity test with an initiative for further regional and international collaboration. Jasna Arrigoni will present the activities of standardization of the potential creativity test of EPoC launched in Croatia, organized by the Center for Gifted Children, Rijeka. She will discuss various stages in the process, from a publishing contract, organizing teacher education in different cities, popularizing tests and presentations to professional conferences. Mojca Juriševič will present individual Differences in Children’s Creativity Measured by the EPoC Test: Empirical Findings from the Slovenian Educational Context, acknowledging the collaboration with these colleagues: Nataša Fabjančič, Tatjana Grad Grošelj, Manca Kavčič, Nada Liplin, Nina Mesner, Anja Milekšič, Judita Slabe, Božena Stritih, Nena Weithauser Plesničar, Maruša Zabukovec, Polona Zupan, Urška Žerak, and Todd Lubart. The presentation is based on the validation study performed with the EPoC test (form A) in eight Slovenian elementary schools and one preschool institution. Specifically, the sample included 723 children aged 5 to 12 in the Slovenian educational context (Mage = 9, SDage = 1.8 ; 51% females), who had to solve eight tasks in two creativity domains, the graphic–artistic and verbal-literary, including two thinking processes, convergent-integrative and divergent-exploratory. The results show that EPoC is invariant by sex. However, the differences related to age and identified giftedness were found. Namely, the older students showed statistically and practically more creative solutions than the younger ones on integrative tasks (tIG(704) = -8.53, pIG < 0.001, dIG = 0.64 ; tIV (721) = -9.33, pIV < 0.001, dIV = 0.69), while on divergent tasks their answers were similar. Furthermore, the identified gifted students performed better on the integrative tasks (tIG(360) = 2.57, pIG = 0.01, dIG = 0.38 ; tIV(360) = 3.15, pIV = 0.002, dIV = 0.46) as well as on the divergent-graphic tasks (tDG(360) = 2.86, pDG = 0.005, dDG = 0.43), compared to their peers. On the other hand, the answers on divergent-verbal tasks were similar, regardless of giftedness identification. The results will be discussed from the developmental perspective in the framework of Slovenian educational context.

Creativity ; Creative potential ; Parenting style ; Family environment ; EPoC

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