NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1020775
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0144-3410
Psychological Adjustment of Creative Children: Perspectives from Self, Peer and Teacher
Li, Wing Ling; Poon, Jelena C. Y.; Tong, Toby M. Y.; Lau, Sing
Educational Psychology, v33 n5 spec iss p616-627 2013
Previous research in the literature on the relationships between creativity and psychological adjustment tended to use only one or two sources of creativity assessment and focus on a few aspects of adjustment. To examine creative children's psychological adjustment more thoroughly, this exploratory study assessed children's creativity from multiple sources (objective assessment, teachers and peers) and incorporated multiple aspects of adjustment (self-concept, popularity and sociability). The sample consisted of 53 primary school children. Findings revealed that 10% of the children were selected by both teachers and peers as creative, among whom half of these children were identified as creative based on their creativity scores. Those identified as creative based on the Wallach-Kogan creativity tests scores were more popular and perceived to possess sociability-leadership traits. Children perceived by teachers as creative saw themselves as better in academic, social and general self-concept. Finally, those perceived by peers as creative rated themselves as better in appearance self-concept. These findings provide a foundation for further research, and their implications are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Raven Progressive Matrices
Grant or Contract Numbers: N/A