Araştırma Makalesi
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Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi

Yıl 2021, Cilt 7, Sayı 3, 918 - 935, 29.11.2021
https://doi.org/10.31592/aeusbed.818521

Öz

Bu araştırmanın amacı, çocuklarda yaratıcılık ile motivasyonun karmaşık bellek becerisi bağlamında incelenmesidir. Araştırmada, gönüllü dokuz ebeveyn ve bu ebeveynlerin çocukları ile nitel görüşmeler gerçekleştirilmiş ve yalnızca çocuklara nicel testler uygulanmıştır. Nitel görüşmelerde, hem çocuklara hem de bu çocukların ebeveynlerine, çocukların ders çalışma süreçlerindeki içsel ve dışsal motivasyon araçları sorulmuştur. Ayrıca, bu araçların çocuklar, aileler ve öğretmenler tarafından nasıl uygulandığı ve ilgili araçların etkililik düzeylerinin araştırılması da hedeflenmiştir. Çalışmada ek olarak çocukların karmaşık çalışma belleği ve yaratıcılık seviyeleri de ölçülmüştür. Çalışma bulguları, orta okul dönemindeki çocuklarda bilişsel yeteneklerin motivasyon ve yaratıcılığa kısmen de etkili olduğuna işaret etmiştir. Yönetici bellek süreçleri ile motivasyonun bireyin hedefine yönelik davranışları belirlediği düşünüldüğünde, yaratıcılığın da bu kavramlarla ele alınması önemlidir. Bunlara ek olarak, araştırmanın sonucunda motivasyon bütünlüğü, aile desteği, çocuğun derse yönelik tutumu ve öğretmen etkisi, farkındalık ve referans farklılıkları, ödül toleransı ile karmaşık durumlar ve olumsuz tavırlar önemli temalar olarak ortaya çıkmıştır.

Kaynakça

  • Aktaş, N. (2016). Lise öğrencilerinin motivasyon kaynakları ve karar verme stratejileri. Yüksek lisans tezi, Adnan Menderes Üniversitesi, Aydın.
  • Argun, Y. (2004). Okul öncesi dönemde yaratıcılık ve eğitimi. Ankara: Anı Yayıncılık.
  • Beaty, R. E., Silvia, P. J., Nusbaum, E. C., Jauk, E., and Benedek, M. (2014). The roles of associative and executive processes in creative cognition. Memory & Cognition, 42(7), 1186-1197. doi: 10.3758/s13421-014-0428-8
  • Benedek, M., Jauk, E., Sommer, M., Arendasy, M., and Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73-83. doi:10.1016/j.intell.2014.05.007
  • Bishop, D. W., and Chace, C. A. (1971). Parental conceptual systems, home play environment, and potential creativity in children. Journal of Experimental Child Psychology, 12(3), 318-338. https://doi.org/10.1016/0022-0965(71)90028-2
  • Carver, C. S., and Harmon-Jones, E. (2009). Anger is an approach-related affect: Evidence and implications. Psychological Bulletin, 135, 183-204. doi: 10.1037/a0013965
  • Chien, C.-Y., and Hui, A. N. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49–60. https://doi.org/10.1016/j.tsc.2010.02.002
  • Çağatay-Aral, N. (1990). Alt ve üst sosyo-ekonomik düzeydeki dokuz yaş grubu kız ve erkek çocukların yaratıcılıklarını etkileyen bazı faktörler üzerine bir araştırma. Doktora tezi, Ankara Üniversitesi, Ankara.
  • Çakmak, A. (2005). Anasınıfına devam eden altı yaşındaki köy ve kent çocuklarının yaratıcılıklarının çeşitli değişkenlere göre incelenmesi (Kırıkkale Örneği). Doktora tezi, Ankara Üniversitesi, Ankara.
  • Çolak, E. ve Cırık, İ. (2015). Ortaokul öğrencilerinin motivasyon kaynaklarının incelenmesi. İlköğretim Online, 14(4), 1307-1326. doi:10.1705/io.2015.08906
  • Davis, G., and Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston: Allyn and Bacon.
  • de Dreu, C. K. W., Nijstad, B. A., and Baas, M. (2011). Behavioral activation links to creativity because of increased cognitive flexibility. Social Psychological and Personality Science, 2(1), 72-80. https://doi.org/10.1177/1948550610381789
  • Deniş-Çeliker, H., Tokcan, A. ve Korkubilmez, S. (2015). Fen öğrenmeye yönelik motivasyon bilimsel yaratıcılığı etkiler mi? Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 167-192.
  • Eisenberger, R., and Selbst, M. (1994). Does reward increase or decrease creativity? Journal of Personality and Social Psychology, 66, 1116-1127. https://doi.org/10.1037/0022-3514.66.6.1116
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg, and J. E. Davidson (Eds.), Conceptions of giftedness (pp. 64-79). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.006
  • Gathercole, S.E. (1999). Cognitive approaches to the development of short-term memory. Trends in Cognitive Sciences, 11, 410-419. https://doi.org/10.1016/S1364-6613(99)01388-1
  • Gaulin, C., and Campbell, T. (1994). Procedure for assessing verbal working memory in normal school-age children: some preliminary data. Perceptual and Motor Skills, 79, 55–64. doi:10.2466/pms.1994.79.1.55
  • Guilford, J. P. (1957). Creative abilities in the arts. Psychological Review, 64(2), 110–118. https://doi.org/10.1037/h0048280
  • Güleryüz, H. (2001). Eğitim programlarının dili ve yaratıcı öğrenme. Ankara: Pegem Akademi Yayıncılık.
  • Harmon-Jones, E. (2003). Anger and the behavioural approach system. Personality and Individual Differences, 35, 995-1005. https://doi.org/10.1016/S0191-8869(02)00313-6
  • Hennessey, B. A. (2001). The social psychology of creativity: Effects of evaluation on intrinsic motivation and creativity of performance. In S. Harkins (Ed.), Multiple perspectives on the effects of evaluation on performance: Toward an integration (pp. 47–75). Norwell, MA: Kluwer Academic. https://doi.org/10.1007/978-1-4615-0801-4_3
  • Isbell, R. T., and Raines S. C. (2003). Creativity and the arts with young children. Clifton Park, NY: Thomson/Delmar Learning.
  • Kampylis, P., Berki, E., and Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4(1), 15–29. https://doi.org/10.1016/j.tsc.2008.10.001
  • Liang, J. C. (2002). Exploring scientific creativity of eleventh grade students in Taiwan (Unpublished Dissertation). University of Texas, USA.
  • Luster, T., and McAdoo, H. (1996). Family and child influences on educational attainment: A secondary analysis of the High/Scope Perry preschool data. Developmental Psychology, 32, 26-39. https://doi.org/10.1037/0012-1649.32.1.26
  • Mansilla, V.B. (2010). Learning to synthesize: the development of interdisciplinary understanding. In R. Frodeman, K. J. Thompson, and C. Mitcham (Eds.), The Oxford handbook of interdisciplinarity (pp. 288-306). Oxford, UK: Oxford University Press.
  • Miller, A. L., Lambert, A. D., and Speirs-Neumeister, K. L. (2012). Parenting style, perfectionism, and creativity in high-ability and high-achieving young adults. Journal for the Education of the Gifted, 35(4), 344-365. https://doi.org/10.1177/0162353212459257
  • Murty, V. P., and Dickerson, K. C. (2016). Motivational influences on memory. In S. Kim, J. Reeve, and M. Bong (Eds.), Recent developments in neuroscience research on human motivation (Vol. 19, pp. 203–227). Bingley, UK: Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-742320160000019019
  • Myers, D. G. (2004). Psychology (7th ed.). New York: Worth Publishers.
  • Ormrod, J.E., (2012). Human learning (6th ed.). USA: Pearson Education. Inc.
  • Ömeroğlu, E. ve Turla, A. (2001). Okul öncesi dönemde yaratıcılık eğitimi ve desteklenmesi. Milli Eğitim Dergisi, 151, 49-53.
  • Park, N.K., Chun, M.Y., and Lee, J. (2016). Revisiting individual creativity assessment: Triangulation in subjective and objective assessment methods. Creativity Research Journal, 28(1), 1-10. https://doi.org/10.1080/10400419.2016.1125259
  • Park, S. B., and Yoon, J. L. (2004). The relationship between creativity, emotional intelligence, and academic achievements in the elementary school children. Journal of Educational Psychology, 18(4), 199-216.
  • Pickering, S. J., and Gathercole, S. E. (2001). Working memory test battery for children. London: Psychological Corp.
  • Rigby, C. S., Deci, E. L., Patrick, B. C., and Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16(3), 165-185. https://doi.org/10.1007/BF00991650
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28. https://doi.org/10.1037/h0092976
  • Rowe, Alan J. (2007). Yaratıcı zekâ (Çev. Gülmen, Ş.). İstanbul: Prestij Yayınları. (Özgün çalışma, 2004).
  • Russ, S. W., and Fiorelli, J. A. (2010). Developmental approaches to creativity. In J. C. Kaufman, and R. J. Sternberg (Eds.), Cambridge handbook of creativity (pp. 233-249). New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.015
  • Ryan, R. M., and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Said-Metwaly, S., Van den Noortgate, W., and Kyndt, E. (2017). Approaches to measuring creativity: A systematic literature review. Creativity, Theories–Research-Applications, 4(2), 238-275. doi: 10.1515/ctra-2017-0013
  • Sawyer, R. K. (2012). Explaining creativity: The science of human innovation. New York: Oxford University Press.
  • Shaffer, D. R., and Kipp, K. (2007). Developmental psychology childhood and adolescence. Belmont: Thomson Higher Education.
  • Siegelman, M. (1973). Parent behavior correlates of personality traits related to creativity in sons and daughters. Journal of Consulting and Clinical Psychology, 40(1), 43-47. doi:10.1037/h0033981
  • Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. American Psychologist, 55(1), 151-158. https://doi.org/10.1037/0003-066X.55.1.151
  • Simonton, D. K. (2009). Creativity. Snyder, C. R., and Lopez, S. J. (Eds.), Oxford handbook of positive psychology (1st ed.) (pp. 189-202). Oxford Library of Psychology. doi:10.1093/oxfordhb/9780195187243.013.0024
  • Simonton, D. K. (2010). Creativity in highly eminent individuals. In J.C. Kaufman, and R.J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 174–188). New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.012
  • Sternberg R.J. (2005). Creativity or creativities? International Journal of Human Computer Studies, 63, 370–382.
  • Szatkowska, I., Bogorodzki, P., Wolak, T., Marchewka, A., and Szeszkowski, W. (2008). The effect of motivation on working memory: An fMRI and SEM study. Neurobiology of Learning and Memory, 90(2), 475-478. https://doi.org/10.1016/j.nlm.2008.06.001
  • Torrance E.P. (1974). The Torrance tests of creative thinking: Technical-norms manual. Bensenville, IL: Scholastic Testing Services.
  • Torrance, E. P., Ball, E. O., and Safter, H. T. (1992). Torrance tests of creative thinking: Streamlined score guide figural A and B. Bensenville, IL: Scholastic Testing Service.
  • Tulunay-Ateş, Ö. (2016). Ortaokul öğrencilerinin algıladıkları sosyal destek ile motivasyon yönelimleri arasındaki ilişkinin yapısal eşitlik modeli ile incelenmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(2), 357–386. doi: 10.23863/kalem.2017.65
  • Ünal, G. (2008). Release from proactive interference and its relations to executive functions: a developmental study on Turkish children (Unpublished master’s thesis). Middle East Technical University, Ankara.
  • Ünal, G., Özge, D., and Marinis, T. (2020). Assessing complex working memory in Turkish-speaking children: The Listening Span Task adaptation into Turkish. Frontiers in Psychology, 11, Article 1688, doi: 10.3389/fpsyg.2020.01688
  • Vandervert, L. R., Schimpf, P. H., and Liu, H. (2007). How working memory and the cerebellum collaborate to produce creativity and innovation. Creativity Research Journal, 19(1), 1-18. https://doi.org/10.1080/10400410709336873
  • Vartanian, O. (2009). Variable attention facilitates creative problem solving. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 57-59. https://doi.org/10.1037/a0014781
  • Yuan, Y. H., Wu, M. H., Hu, M. L., and Lin, I. C. (2019). Teacher's encouragement on creativity, intrinsic motivation, and creativity: The mediating role of creative process engagement. The Journal of Creative Behavior, 53(3), 312-324. https://doi.org/10.1002/jocb.181

Investigation of Motivation and Creativity in the Framework of Cognitive Skills in Secondary School Students

Yıl 2021, Cilt 7, Sayı 3, 918 - 935, 29.11.2021
https://doi.org/10.31592/aeusbed.818521

Öz

This study aims to examine creativity and motivation of children in the context of cognitive skills. The study was carried out with the method of qualitative interviews with nine volunteered parents and their children and also quantitative tests were applied to the children. In the study, qualitative interviews were conducted with nine volunteer parents and their children. In qualitative interviews, both the children and their parents were asked about children’s internal and external motivation tools during studying their courses. In addition, how these tools are applied by children, families and teachers and the effectiveness levels of the related tools were investigated. The study also measured children's complex working memory and creativity levels. The findings of the study indicated that cognitive abilities are partly effective on motivation and creativity in children in middle school period. Considering that executive memory processes and motivation determine the behaviors of the individual, it is important to consider creativity with these concepts, as well. In addition, as a result of the research, motivational integrity, family support, child’s attitude towards the lesson and teacher influence, awareness and reference differences, reward tolerance, complex situations and negative attitudes emerged as important themes.

Kaynakça

  • Aktaş, N. (2016). Lise öğrencilerinin motivasyon kaynakları ve karar verme stratejileri. Yüksek lisans tezi, Adnan Menderes Üniversitesi, Aydın.
  • Argun, Y. (2004). Okul öncesi dönemde yaratıcılık ve eğitimi. Ankara: Anı Yayıncılık.
  • Beaty, R. E., Silvia, P. J., Nusbaum, E. C., Jauk, E., and Benedek, M. (2014). The roles of associative and executive processes in creative cognition. Memory & Cognition, 42(7), 1186-1197. doi: 10.3758/s13421-014-0428-8
  • Benedek, M., Jauk, E., Sommer, M., Arendasy, M., and Neubauer, A. C. (2014). Intelligence, creativity, and cognitive control: The common and differential involvement of executive functions in intelligence and creativity. Intelligence, 46, 73-83. doi:10.1016/j.intell.2014.05.007
  • Bishop, D. W., and Chace, C. A. (1971). Parental conceptual systems, home play environment, and potential creativity in children. Journal of Experimental Child Psychology, 12(3), 318-338. https://doi.org/10.1016/0022-0965(71)90028-2
  • Carver, C. S., and Harmon-Jones, E. (2009). Anger is an approach-related affect: Evidence and implications. Psychological Bulletin, 135, 183-204. doi: 10.1037/a0013965
  • Chien, C.-Y., and Hui, A. N. N. (2010). Creativity in early childhood education: Teachers’ perceptions in three Chinese societies. Thinking Skills and Creativity, 5(2), 49–60. https://doi.org/10.1016/j.tsc.2010.02.002
  • Çağatay-Aral, N. (1990). Alt ve üst sosyo-ekonomik düzeydeki dokuz yaş grubu kız ve erkek çocukların yaratıcılıklarını etkileyen bazı faktörler üzerine bir araştırma. Doktora tezi, Ankara Üniversitesi, Ankara.
  • Çakmak, A. (2005). Anasınıfına devam eden altı yaşındaki köy ve kent çocuklarının yaratıcılıklarının çeşitli değişkenlere göre incelenmesi (Kırıkkale Örneği). Doktora tezi, Ankara Üniversitesi, Ankara.
  • Çolak, E. ve Cırık, İ. (2015). Ortaokul öğrencilerinin motivasyon kaynaklarının incelenmesi. İlköğretim Online, 14(4), 1307-1326. doi:10.1705/io.2015.08906
  • Davis, G., and Rimm, S. (2004). Education of the gifted and talented (5th ed.). Boston: Allyn and Bacon.
  • de Dreu, C. K. W., Nijstad, B. A., and Baas, M. (2011). Behavioral activation links to creativity because of increased cognitive flexibility. Social Psychological and Personality Science, 2(1), 72-80. https://doi.org/10.1177/1948550610381789
  • Deniş-Çeliker, H., Tokcan, A. ve Korkubilmez, S. (2015). Fen öğrenmeye yönelik motivasyon bilimsel yaratıcılığı etkiler mi? Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(30), 167-192.
  • Eisenberger, R., and Selbst, M. (1994). Does reward increase or decrease creativity? Journal of Personality and Social Psychology, 66, 1116-1127. https://doi.org/10.1037/0022-3514.66.6.1116
  • Feldhusen, J. F. (2005). Giftedness, talent, expertise, and creative achievement. In R. J. Sternberg, and J. E. Davidson (Eds.), Conceptions of giftedness (pp. 64-79). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511610455.006
  • Gathercole, S.E. (1999). Cognitive approaches to the development of short-term memory. Trends in Cognitive Sciences, 11, 410-419. https://doi.org/10.1016/S1364-6613(99)01388-1
  • Gaulin, C., and Campbell, T. (1994). Procedure for assessing verbal working memory in normal school-age children: some preliminary data. Perceptual and Motor Skills, 79, 55–64. doi:10.2466/pms.1994.79.1.55
  • Guilford, J. P. (1957). Creative abilities in the arts. Psychological Review, 64(2), 110–118. https://doi.org/10.1037/h0048280
  • Güleryüz, H. (2001). Eğitim programlarının dili ve yaratıcı öğrenme. Ankara: Pegem Akademi Yayıncılık.
  • Harmon-Jones, E. (2003). Anger and the behavioural approach system. Personality and Individual Differences, 35, 995-1005. https://doi.org/10.1016/S0191-8869(02)00313-6
  • Hennessey, B. A. (2001). The social psychology of creativity: Effects of evaluation on intrinsic motivation and creativity of performance. In S. Harkins (Ed.), Multiple perspectives on the effects of evaluation on performance: Toward an integration (pp. 47–75). Norwell, MA: Kluwer Academic. https://doi.org/10.1007/978-1-4615-0801-4_3
  • Isbell, R. T., and Raines S. C. (2003). Creativity and the arts with young children. Clifton Park, NY: Thomson/Delmar Learning.
  • Kampylis, P., Berki, E., and Saariluoma, P. (2009). In-service and prospective teachers’ conceptions of creativity. Thinking Skills and Creativity, 4(1), 15–29. https://doi.org/10.1016/j.tsc.2008.10.001
  • Liang, J. C. (2002). Exploring scientific creativity of eleventh grade students in Taiwan (Unpublished Dissertation). University of Texas, USA.
  • Luster, T., and McAdoo, H. (1996). Family and child influences on educational attainment: A secondary analysis of the High/Scope Perry preschool data. Developmental Psychology, 32, 26-39. https://doi.org/10.1037/0012-1649.32.1.26
  • Mansilla, V.B. (2010). Learning to synthesize: the development of interdisciplinary understanding. In R. Frodeman, K. J. Thompson, and C. Mitcham (Eds.), The Oxford handbook of interdisciplinarity (pp. 288-306). Oxford, UK: Oxford University Press.
  • Miller, A. L., Lambert, A. D., and Speirs-Neumeister, K. L. (2012). Parenting style, perfectionism, and creativity in high-ability and high-achieving young adults. Journal for the Education of the Gifted, 35(4), 344-365. https://doi.org/10.1177/0162353212459257
  • Murty, V. P., and Dickerson, K. C. (2016). Motivational influences on memory. In S. Kim, J. Reeve, and M. Bong (Eds.), Recent developments in neuroscience research on human motivation (Vol. 19, pp. 203–227). Bingley, UK: Emerald Group Publishing Limited. https://doi.org/10.1108/S0749-742320160000019019
  • Myers, D. G. (2004). Psychology (7th ed.). New York: Worth Publishers.
  • Ormrod, J.E., (2012). Human learning (6th ed.). USA: Pearson Education. Inc.
  • Ömeroğlu, E. ve Turla, A. (2001). Okul öncesi dönemde yaratıcılık eğitimi ve desteklenmesi. Milli Eğitim Dergisi, 151, 49-53.
  • Park, N.K., Chun, M.Y., and Lee, J. (2016). Revisiting individual creativity assessment: Triangulation in subjective and objective assessment methods. Creativity Research Journal, 28(1), 1-10. https://doi.org/10.1080/10400419.2016.1125259
  • Park, S. B., and Yoon, J. L. (2004). The relationship between creativity, emotional intelligence, and academic achievements in the elementary school children. Journal of Educational Psychology, 18(4), 199-216.
  • Pickering, S. J., and Gathercole, S. E. (2001). Working memory test battery for children. London: Psychological Corp.
  • Rigby, C. S., Deci, E. L., Patrick, B. C., and Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16(3), 165-185. https://doi.org/10.1007/BF00991650
  • Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 1-28. https://doi.org/10.1037/h0092976
  • Rowe, Alan J. (2007). Yaratıcı zekâ (Çev. Gülmen, Ş.). İstanbul: Prestij Yayınları. (Özgün çalışma, 2004).
  • Russ, S. W., and Fiorelli, J. A. (2010). Developmental approaches to creativity. In J. C. Kaufman, and R. J. Sternberg (Eds.), Cambridge handbook of creativity (pp. 233-249). New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.015
  • Ryan, R. M., and Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Said-Metwaly, S., Van den Noortgate, W., and Kyndt, E. (2017). Approaches to measuring creativity: A systematic literature review. Creativity, Theories–Research-Applications, 4(2), 238-275. doi: 10.1515/ctra-2017-0013
  • Sawyer, R. K. (2012). Explaining creativity: The science of human innovation. New York: Oxford University Press.
  • Shaffer, D. R., and Kipp, K. (2007). Developmental psychology childhood and adolescence. Belmont: Thomson Higher Education.
  • Siegelman, M. (1973). Parent behavior correlates of personality traits related to creativity in sons and daughters. Journal of Consulting and Clinical Psychology, 40(1), 43-47. doi:10.1037/h0033981
  • Simonton, D. K. (2000). Creativity: Cognitive, personal, developmental, and social aspects. American Psychologist, 55(1), 151-158. https://doi.org/10.1037/0003-066X.55.1.151
  • Simonton, D. K. (2009). Creativity. Snyder, C. R., and Lopez, S. J. (Eds.), Oxford handbook of positive psychology (1st ed.) (pp. 189-202). Oxford Library of Psychology. doi:10.1093/oxfordhb/9780195187243.013.0024
  • Simonton, D. K. (2010). Creativity in highly eminent individuals. In J.C. Kaufman, and R.J. Sternberg (Eds.), The Cambridge handbook of creativity (pp. 174–188). New York, NY: Cambridge University Press. https://doi.org/10.1017/CBO9780511763205.012
  • Sternberg R.J. (2005). Creativity or creativities? International Journal of Human Computer Studies, 63, 370–382.
  • Szatkowska, I., Bogorodzki, P., Wolak, T., Marchewka, A., and Szeszkowski, W. (2008). The effect of motivation on working memory: An fMRI and SEM study. Neurobiology of Learning and Memory, 90(2), 475-478. https://doi.org/10.1016/j.nlm.2008.06.001
  • Torrance E.P. (1974). The Torrance tests of creative thinking: Technical-norms manual. Bensenville, IL: Scholastic Testing Services.
  • Torrance, E. P., Ball, E. O., and Safter, H. T. (1992). Torrance tests of creative thinking: Streamlined score guide figural A and B. Bensenville, IL: Scholastic Testing Service.
  • Tulunay-Ateş, Ö. (2016). Ortaokul öğrencilerinin algıladıkları sosyal destek ile motivasyon yönelimleri arasındaki ilişkinin yapısal eşitlik modeli ile incelenmesi. Kalem Eğitim ve İnsan Bilimleri Dergisi, 6(2), 357–386. doi: 10.23863/kalem.2017.65
  • Ünal, G. (2008). Release from proactive interference and its relations to executive functions: a developmental study on Turkish children (Unpublished master’s thesis). Middle East Technical University, Ankara.
  • Ünal, G., Özge, D., and Marinis, T. (2020). Assessing complex working memory in Turkish-speaking children: The Listening Span Task adaptation into Turkish. Frontiers in Psychology, 11, Article 1688, doi: 10.3389/fpsyg.2020.01688
  • Vandervert, L. R., Schimpf, P. H., and Liu, H. (2007). How working memory and the cerebellum collaborate to produce creativity and innovation. Creativity Research Journal, 19(1), 1-18. https://doi.org/10.1080/10400410709336873
  • Vartanian, O. (2009). Variable attention facilitates creative problem solving. Psychology of Aesthetics, Creativity, and the Arts, 3(1), 57-59. https://doi.org/10.1037/a0014781
  • Yuan, Y. H., Wu, M. H., Hu, M. L., and Lin, I. C. (2019). Teacher's encouragement on creativity, intrinsic motivation, and creativity: The mediating role of creative process engagement. The Journal of Creative Behavior, 53(3), 312-324. https://doi.org/10.1002/jocb.181

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Gülten ÜNAL> (Sorumlu Yazar)
Ankara Yıldırım Beyazıt Üniversitesi
0000-0003-1000-952X
Türkiye


Hüseyin Zahid CAMBAZ>
YILDIRIM BEYAZIT ÜNİVERSİTESİ
0000-0003-0583-5309
Türkiye


Ece Ceren AKKAYA>
POLİS AKADEMİSİ
0000-0003-3031-9509
Türkiye

Teşekkür Bu araştırmadaki verilerin toplanmasında çok büyük emekleri geçen Firuze Ebrar Mullaoğlu, Fatma Gül Pemik, Gamze Taşkireç, Nursena Armağan, Ahsen Bahadır, Özge Karabulut ve Gökhan Karabulut’a en içten teşekkürlerimizi sunuyoruz.
Yayımlanma Tarihi 29 Kasım 2021
Yayınlandığı Sayı Yıl 2021, Cilt 7, Sayı 3

Kaynak Göster

Bibtex @araştırma makalesi { aeusbed818521, journal = {Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi}, eissn = {2149-0767}, address = {}, publisher = {Kırşehir Ahi Evran Üniversitesi}, year = {2021}, volume = {7}, number = {3}, pages = {918 - 935}, doi = {10.31592/aeusbed.818521}, title = {Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi}, key = {cite}, author = {Ünal, Gülten and Cambaz, Hüseyin Zahid and Akkaya, Ece Ceren} }
APA Ünal, G. , Cambaz, H. Z. & Akkaya, E. C. (2021). Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi . Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , 7 (3) , 918-935 . DOI: 10.31592/aeusbed.818521
MLA Ünal, G. , Cambaz, H. Z. , Akkaya, E. C. "Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi" . Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 7 (2021 ): 918-935 <https://dergipark.org.tr/tr/pub/aeusbed/issue/65965/818521>
Chicago Ünal, G. , Cambaz, H. Z. , Akkaya, E. C. "Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi". Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 7 (2021 ): 918-935
RIS TY - JOUR T1 - Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi AU - Gülten Ünal , Hüseyin Zahid Cambaz , Ece Ceren Akkaya Y1 - 2021 PY - 2021 N1 - doi: 10.31592/aeusbed.818521 DO - 10.31592/aeusbed.818521 T2 - Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi JF - Journal JO - JOR SP - 918 EP - 935 VL - 7 IS - 3 SN - -2149-0767 M3 - doi: 10.31592/aeusbed.818521 UR - https://doi.org/10.31592/aeusbed.818521 Y2 - 2021 ER -
EndNote %0 Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi %A Gülten Ünal , Hüseyin Zahid Cambaz , Ece Ceren Akkaya %T Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi %D 2021 %J Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi %P -2149-0767 %V 7 %N 3 %R doi: 10.31592/aeusbed.818521 %U 10.31592/aeusbed.818521
ISNAD Ünal, Gülten , Cambaz, Hüseyin Zahid , Akkaya, Ece Ceren . "Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi". Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 7 / 3 (Kasım 2021): 918-935 . https://doi.org/10.31592/aeusbed.818521
AMA Ünal G. , Cambaz H. Z. , Akkaya E. C. Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2021; 7(3): 918-935.
Vancouver Ünal G. , Cambaz H. Z. , Akkaya E. C. Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi. 2021; 7(3): 918-935.
IEEE G. Ünal , H. Z. Cambaz ve E. C. Akkaya , "Motivasyon ile Yaratıcılığın Ortaokul Öğrencilerinde Bilişsel Beceriler Çerçevesinde İncelenmesi", Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, c. 7, sayı. 3, ss. 918-935, Kas. 2021, doi:10.31592/aeusbed.818521