Araştırmada 48-72 aylık çocukların yaratıcı kişilik özelliklerini tespit etmek amacıyla Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin geliştirilmesi amaçlanmıştır. Çalışma grubu, 2019-2020 eğitim ve öğretim yılı güz yarıyılında olasılığa dayalı olmayan örnekleme türlerinden uygun örnekleme esas alınarak seçilen İstanbul ilindeki okul öncesi eğitim kurumlarında öğrenim gören 277 çocuktan oluşturmaktadır. Araştırmanın sonucunda Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin kapsam geçerlik indeksinin 0.67 ve madde-toplam korelasyon değerlerinin uygun olduğu ve ölçme aracının faktör analizine uygun olduğu belirlenmiştir. Ölçeğin üç faktörde toplam varyans değerinin %41.9’unu açıkladığı görülmüştür. Ölçeğin Yeniliğe Uyum ve Hoşgörü alt boyutu 9 maddeden oluşmakta ve güvenirlik katsayısı 0.76’dır. Sebat Etme ve Üretme İsteği alt boyutu 7 maddeden oluşmakta ve güvenirlik katsayısı 0.75’tir ve Belirsizliğe Merak alt boyutu 6 maddeden oluşmakta ve güvenirlik katsayısı 0.75’tir. Ölçeğin geneli için güvenirlik katsayısı 0.76 olarak hesaplanmıştır. Çalışma sonucunda Çocuklar için Yaratıcı Kişilik Özellikleri Ölçeği’nin 48-72 aylık çocukların yaratıcı kişilik özelliklerini değerlendirmek üzere kullanılabilecek 22 madde ve üç alt boyuttan oluşan geçerli ve güvenilir bir ölçme aracı olduğu tespit edilmiştir.
Araştırmada İstanbul İl Milli Eğitim Müdürlüğü’nden 30.01.2020 tarihli ve 59090411-44-E.2150407 sayılı karar ile etik izin alınmıştır.
Destekleyen Kurum
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Teşekkür
Araştırmaya katılan tüm çocuklara teşekkür ederiz.
Kaynakça
Abed, N., Pakdaman, S., Heidari, M., & Tahmassian, K. (2016). Developing psychological well-being scale for preschool children. Global Journal of Health Science, 8(11), 104-111. http://dx.doi.org/10.5539/gjhs.v8n11p104
Abra, J. (1997). The motives for creative work: An inquiry with speculations about sports and religion. Hampton Press.
Akkoyun, F. (2005). Projektif teknikler. Nobel Akademi.
Aslan, E. (2001). Torrance yaratıcı düşünce testi'nin Türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14(14), 19-40. https://dergipark.org.tr/en/pub/maruaebd/issue/368/2523
Baron, F., & Harrington, D. M. (1981). Creativity, Intelligence, and Personality. Annual Review of Psychology, 32 (1981), 439-476. https://asset-pdf.scinapse.io/prod/2181132516/2181132516.pdf
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid, and crystallised intelligence. Thinking Skills and Creativity, 4(1), 60-69. https://doi.org/10.1016/j.tsc.2009.01.002
Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. ÖSYM Yayınları.
Beghetto, R. A. (2017). Creativity in teaching. In J. C. Kaufman, V. P. Glăveanu, & J. Baer (Eds.), The Cambridge handbook of creativity across domains (pp. 549–564). Cambridge University Press. https://doi.org/10.1017/9781316274385.030
Bennett, E. K. (1988). Social validation of a creativity measure [Master’s thesis, University of Tennessee]. http://trace.tennessee.edu/utk_gradthes/4319
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Can-Yaşar, M. (2009). Anasınıfına devam eden altı yaş çocuklarının yaratıcı düşünme becerilerine drama eğitiminin etkisinin incelenmesi (Yayın No. 258592) [Doktora tezi, Ankara Üniversitesi]. YÖK Ulusal Tez Merkezi.
Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
Chávez-Eakle, R. A., Eakle, A. J., & Cruz-Fuentes, C. (2012). The multiple relations between creativity and personality. Creativity Research Journal, 24(1), 76-82. https://doi.org/10.1080/10400419.2012.649233
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Harcourt Brace Jovanovich College Publishers.
Cronbach, L. J. (1971). Test validation. In R. Thorndike (Ed.), Educational measurement (2nd ed., p. 443). American Council on Education.
Costa, P. T. Jr., Busch, C. M., Zonderman, A. B., & McCrae, R. R. (1986). Correlations of MMPI factor scales with measures of the Five-Factor Model of personality. Journal of Personality Assessment, 50, 640-650. https://doi.org/10.1207/s15327752jpa5004_10
Costa, P. T., & McCrae, R.R. (1992). Normal personality assessment in clinical practice the neo personality inventory. Psychological Assessment, 4(1), 5-13. https://doi.org/10.1037/1040-3590.4.1.5
Costa, P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness, conscientiousness: A revision of Neo Personalitiy Inventory. Personality and Individual Differences, 12(9), 887-898. https://doi.org/10.1016/0191-8869(91)90177-D
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De Haan, A., De Pauw, S., van den Akker, A., Deković, M., & Prinzie, P. (2017). Long-term developmental changes in children's lower-order big five personality facets. Journal of Personality, 1-62. https://doi.org/10.1111/jopy.12265
Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A study on validity and reliability. Universal Journal of Educational Research, 6(3), 562-570. https://doi.org/10.13189/ujer.2018.060319
Drewes, A. A. (2006). Play-based interventions. Journal of Early Childhood and Infant Psychology, 2, 139-156.
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Development and Validation of Creative Personality Traits Scale for Children
It was aimed to develop a Creative Personality Traits Scale for Children to determine the creative personality traits of 48-72 months old children. The study group of the research consists of 277 children studying in the Istanbul province, which were selected convenient sampling from non-probability sampling types in the 2019-2020 academic year. As a result of the research, it was determined that the content validity index of the Creative Personality Traits Scale for Children was 0.67 and the item-total correlation values were appropriate. It was determined that the measurement tool was suitable for factor analysis. It was seen that the scale explained 41.9% of the total variance value in three factors. The sub-dimension of Adaptation to Innovation and Tolerance of the scale consists of 9 items and its reliability coefficient is 0.76. The Persistence and Willingness to Produce sub-dimension consists of 7 items and the reliability coefficient is 0.75, and the Curiosity to Uncertainty and Openness to Change sub-dimension consists of 6 items and the reliability coefficient is 0.75. The reliability coefficient for the overall scale was calculated as 0.76. As a result of the study, it was determined that the Creative Personality Traits Scale for Children is a valid and reliable measurement tool consisting of 22 items and three sub-dimensions that can be used to evaluate the creative personality traits of 48-72 months old children.
Abed, N., Pakdaman, S., Heidari, M., & Tahmassian, K. (2016). Developing psychological well-being scale for preschool children. Global Journal of Health Science, 8(11), 104-111. http://dx.doi.org/10.5539/gjhs.v8n11p104
Abra, J. (1997). The motives for creative work: An inquiry with speculations about sports and religion. Hampton Press.
Akkoyun, F. (2005). Projektif teknikler. Nobel Akademi.
Aslan, E. (2001). Torrance yaratıcı düşünce testi'nin Türkçe versiyonu. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 14(14), 19-40. https://dergipark.org.tr/en/pub/maruaebd/issue/368/2523
Baron, F., & Harrington, D. M. (1981). Creativity, Intelligence, and Personality. Annual Review of Psychology, 32 (1981), 439-476. https://asset-pdf.scinapse.io/prod/2181132516/2181132516.pdf
Batey, M., Chamorro-Premuzic, T., & Furnham, A. (2009). Intelligence and personality as predictors of divergent thinking: The role of general, fluid, and crystallised intelligence. Thinking Skills and Creativity, 4(1), 60-69. https://doi.org/10.1016/j.tsc.2009.01.002
Baykul, Y. (2000). Eğitimde ve psikolojide ölçme: Klasik test teorisi ve uygulaması. ÖSYM Yayınları.
Beghetto, R. A. (2017). Creativity in teaching. In J. C. Kaufman, V. P. Glăveanu, & J. Baer (Eds.), The Cambridge handbook of creativity across domains (pp. 549–564). Cambridge University Press. https://doi.org/10.1017/9781316274385.030
Bennett, E. K. (1988). Social validation of a creativity measure [Master’s thesis, University of Tennessee]. http://trace.tennessee.edu/utk_gradthes/4319
Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Pegem Akademi.
Can-Yaşar, M. (2009). Anasınıfına devam eden altı yaş çocuklarının yaratıcı düşünme becerilerine drama eğitiminin etkisinin incelenmesi (Yayın No. 258592) [Doktora tezi, Ankara Üniversitesi]. YÖK Ulusal Tez Merkezi.
Can, A. (2014). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. Pegem Akademi.
Chávez-Eakle, R. A., Eakle, A. J., & Cruz-Fuentes, C. (2012). The multiple relations between creativity and personality. Creativity Research Journal, 24(1), 76-82. https://doi.org/10.1080/10400419.2012.649233
Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Harcourt Brace Jovanovich College Publishers.
Cronbach, L. J. (1971). Test validation. In R. Thorndike (Ed.), Educational measurement (2nd ed., p. 443). American Council on Education.
Costa, P. T. Jr., Busch, C. M., Zonderman, A. B., & McCrae, R. R. (1986). Correlations of MMPI factor scales with measures of the Five-Factor Model of personality. Journal of Personality Assessment, 50, 640-650. https://doi.org/10.1207/s15327752jpa5004_10
Costa, P. T., & McCrae, R.R. (1992). Normal personality assessment in clinical practice the neo personality inventory. Psychological Assessment, 4(1), 5-13. https://doi.org/10.1037/1040-3590.4.1.5
Costa, P. T., McCrae, R. R., & Dye, D. A. (1991). Facet scales for agreeableness, conscientiousness: A revision of Neo Personalitiy Inventory. Personality and Individual Differences, 12(9), 887-898. https://doi.org/10.1016/0191-8869(91)90177-D
Csikszentmihalyi, M. (2015). The systems model of creativity: The collected works of Mihaly Csikszentmihalyi. Springer.
Çeliköz, N. (2017). Okul öncesi dönem 5-6 yaş çocuklarının yaratıcılık düzeylerinin incelenmesi. Yıldız Journal of Educational Research, 2(1), 1-25. https://doi.org/10.51280/yjer.2017.001
De Fruyt, F., Bartels, M., Van Leeuwen, K. G., De Clercq, B., Decuyper, M., & Mervielde, I. (2006). Five types of personality continuity in childhood and adolescence. Journal of Personality and Social Psychology, 91(3), 538-552.
De Haan, A., De Pauw, S., van den Akker, A., Deković, M., & Prinzie, P. (2017). Long-term developmental changes in children's lower-order big five personality facets. Journal of Personality, 1-62. https://doi.org/10.1111/jopy.12265
Dere, Z., & Ömeroglu, E. (2018). Development of Creative Behavior Observation Form: A study on validity and reliability. Universal Journal of Educational Research, 6(3), 562-570. https://doi.org/10.13189/ujer.2018.060319
Drewes, A. A. (2006). Play-based interventions. Journal of Early Childhood and Infant Psychology, 2, 139-156.
Erkuş, A. (2016). Psikolojide ölçme ve ölçek geliştirme-I: Temel kavramlar ve işlemler. Pegem Akademi.
Eysenck, H. J. (1993). Creativity and personality: Suggestions for a theory. Psychological Inquiry, 4, 147-178. https://doi.org/10.1207/s15327965pli0403_1
Feist, G. J. (1998). A Meta-analysis of personality in scientific and artistic creativity. Personality and Social Psychology Review, 2(4), 290-309. https://doi.org/10.1207/s15327957pspr0204_5
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