An Educational Stance on Relationships of Cognitive Organization, Affective States, Reasoning, Creativity, and Customary Productivity in Age of 13-16.

Autor/in	Laasonen, Raimo J.
Titel	An Educational Stance on Relationships of Cognitive Organization, Affective States, Reasoning, Creativity, and Customary Productivity in Age of 13-16.
Quelle	(1997), (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Affective Behavior; Age Differences; Cognitive Processes; Creativity; Educational Theories; Experience; Foreign Countries; Productivity; Secondary Education; Secondary School Students; Teaching Methods; Test Construction; Test Reliability; Test Validity; Thinking Skills + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Affective disturbance; Active behaviour; Affektive Störung; Age; Difference; Age difference; Altersunterschied; Cognitive process; Kognitiver Prozess; Kreativität; Educational theory; Theory of education; Bildungstheorie; Erfahrung; Ausland; Produktivität; Sekundarbereich; Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Testaufbau; Testreliabilität; Testvalidität; Denkfähigkeit
Abstract	The objective of this study was to find variables that are related to creativity and customary productivity dynamically. The subjects were 86 pupils of a secondary comprehensive school differentiated into age groups of 13, 14, 15, and 16 in southern Finland. Three tests and a matrix questionnaire were constructed for the variables. The data were obtained during school lesson time. The reliabilities and validities of the measures were examined in classic and novel ways. The overall coefficients were rather satisfactory. The expectation constructed for the relationships of the variables was partially corroborated. The least square fit indicated that variables followed a relationship expressed as an equation. The main variables that had the greatest interaction with creativity were reasoning, well-being, and cognitive organization, in that order. Customary productivity was joined with primitive and depressive affects most powerfully. Results suggest theoretical implications for changing the conservative nature of education and didactics. (Contains three tables, one figure, and two references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC