Vyresniųjų klasių (11-12) moksleivių, lankančių šokio studiją, kūrybiškumo ir savivertės ypatumai, sąsajos bei kaita

Abstract

Objective of this work was to study creativity and self-esteem of upper grade (11-12) students in high school, relation between the two and their change after attenting dancing classes. It was interesting to examine what effect do dance and motion have on creativity and self-esteem of teenagers. Research groups One hundred of 11-12 grade students of Vilniaus Užupio gymnasium were chosen for the study. Of them 60 girls (60%) and 40 boys (40%). Two groups were formed: experimental and control. The experimental group consisted of 50 students (32 girls and 18 boys) who have chosen to attend dancing classes (national dances, ballroom dances, and dance therapy classes) during the year of research. The control group consisted of 50 students (28 girls and 22 boys) who did not choose to attend any dancing classes. Methods of research Theoretical: analysis of psychological and educational scientific literature (including internet databases) on the subject of creativity and seft-esteem, their evolution, possibilities of developing them by attending dancing classes in teenage years Empyrical: Petrulytė A. (1995) Savęs vertinimo skalė; Rosenberg M. (1965) Self-Esteem Scale (SES); E.P.Torrance (1974) TTCT (Torrance‘s Test of Creative Thinking). Methods of matematical statistics. Results Dancing and motion do have effect on development of creativity and self-esteem in teenage years. Statisticaly meaningful changes have been vitnesed after attending dancing classes in these parameters: Overall visual creativity Detail of visual creative thinking Originality of visual creative thinking Indicator of detail of verbal creative thinking Indicator of overall creative thinking Indicator of originality of creative thinking Indicator of detail Indicator of flexibility Emotional self-esteem Overall self-esteem (according to Petrulyte A.) Overall self-esteem (according to Rosenberg M.) Statisticaly meaningful relations were found between these parameters: Cognitive self-esteem and verbal detail Emotional self-esteem and visual flexibility Emotional self-esteem and visual detail Emotional self-esteem and verbal flexibility Emotional self-esteem and visual and verbal detail Overall self-esteem (according to Petrulyte A.) and verbal detail Overall self-esteem (according to Rosenberg M.) and verbal detail Using 99% probability (p<0,01) statisticaly meaningful relations were found between all other parameters except: cognitive selft-esteem and visual abundance, emotional self-esteem and overall verbal and visual abundance, emotional self-esteem and verbal detail, originality, abundance and visual abundance, overall self-esteem (according to Rosenberg M.) and visual detail