| Abstract: | In this master thesis the features of teenager’s creativity are traversed. The work consist of the following structure: introduction, two main sections (which are divided into more detailed subsections), conclusion, reference, bibliography and appendixes. In the first section the problem of teenagers creativity is outlined theoretically. The definition of creativity, teenagers creativity, creative thinking, creative imagination and the main factors of teenagers creativity are described. In the second section the research on teenagers note: who at present learn at 9-12 forms of a Secondary School) creativity is analysed. K.K. Urban’s and H.G. Jellen’s TCT-DP methods of creative thinking (A. Matchak’s, Javorovska’s, and Stanchak’s polish version, 1998) and V.Petrulis tasks from questionnaire on person’s creativity were applied in the research. In the result girls indexes (6,297) were higher than boys indexes (5,297) according the TCT-DP method of creative thinking. This leads to the conclusion that in general 9-12 form girls are more creative in comparing with boys. And after the comparison made on differences in average components of creativity the assumption of girls superiority can be also made. According the results of the research there are no any essential difference in 9-10 forms and 11-12 forms creative thinking. It was completely proved by the applied K.K. Urban’s and H.G. Jellen’s TCT-DP method of creative thinking and V. Petrulis questionnaire tasks. According the above mentioned methods there is not statistically essential difference found (t(0,0001) = 1,000). This also proved the reliability of both methods. The research showed that TCT-DP method of creative thinking has a statistically essential and positive correlation with the components of creativity according the applied V. Petrulis questionnaire tasks: intuition (r=0,254, p=0,0001); tendency towards creativity (r=0,393, p=0,0001); tendency towards innovation (r=0,353, p=0,0001); flexibility (r=0,292, p=0,0001); originality (r=0,229, p=0,001). According the creative thinking by applied method there is a positive connection (r=0,385, p=0,0001) that leads to the following assumption that students assessment depends on their creativity. |
