ATTACHMENT STYLES IN GIFTED CHILDREN CAN CREATIVITY BE CORRELATED?

Year 2009, Issue: 17, 38 - 56, 09.05.2013

Esra Aslan Seval İmamoğlu

Abstract

Zekânın ayırıcı faktör olarak kullanıldığı bu araştırmada, bağlanma stilleri ile yaratıcılık becerileri arasındaki ilişki incelenmiştir. Ayrıca cinsiyet, aile profile gibi bazı demografik değişkenlerin bağlanma stilleri ve yaratıcılık becerilerine etkileri de araştırılmıştır. 368 lise öğrencisinin ( 199 kız, 169 erkek) örneklemi oluşturduğu çalışmada veri toplama araçları olarak, “İlişki Ölçekleri Anketi”, “Torrance Yaratıcı Düşünce Testi”, “Genel Yetenek Testi” ve “Kişisel Bilgi Formu” kullanılmıştır. Bulgular, hem üstün yetenekli hem de üstün yetenekli olmayan grup için, bağlanma stilleri ve yaratıcılık becerileri arasında bir ilişki olmadığını göstermektedir. Demografik değişkenlerden cinsiyet faktörü, kızlar lehine olmak üzere üstün yetenekli grupta “güvenli bağlanma” ile “sözel esneklik” puan ortalamaları arasında anlamlı farklılık yaratmıştır. Anne eğitim düzeyi, üstün yetenekli grupta bağlanma stilleri açısından farklılık yaratırken; üstün yetenekli olmayan grupta da sözel yaratıcılık puanlarında farklılık oluşturmuştur. Kardeş sahibi olma ise, üstün yetenekli grupta orjinallik ve akıcılık boyutlarında farklılık yaratmıştır. 

Keywords

Bağlanma stilleri, yaratıcılık, üstün yeteneklilik

ATTACHMENT STYLES IN GIFTED CHILDREN CAN CREATIVITY BE CORRELATED?

Abstract

In this research, intelligence factor was used as a separative element and the relationship between the attachment styles and the creative skills was examined. In addition, the effects of some demographic variables concerning gender and family profile on creativity and attachment styles were tested. The subjects were 368 first grade high school students (199 girls and 169 boys), and “Relationship Scales Questionnaire”, “Torrance Tests of Creative Thinking”, “General Ability Test”, and “Personal Information Form” were used as measurements. Results showed that there was no relationship between attachment styles and verbal creativity scores for both gifted and non-gifted groups. Gender factor had created a meaningful difference for the benefit of the girls for secure attachment and flexibility points in the gifted group. In terms of mothers’ education, there were meaningful differences for gifted students in attachment styles, and for nongifted students in verbal creativity. Having brothers/sisters also lead to differences on originality and fluency scores for gifted group.

Keywords

Attachment styles, creativity, gifted and talented

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