Empirical Analysis of Creativity in Children and Adolescents with Internalizing and Externalizing Problem Behavior

Autor/inn/en	Lüdeke, Sören; Linderkamp, Friedrich; Baumann, Tobias; Lembke, Eva Julia
Titel	Empirical Analysis of Creativity in Children and Adolescents with Internalizing and Externalizing Problem Behavior
Quelle	In: Child & Youth Care Forum, 49 (2020) 4, S.603-621 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lüdeke, Sören)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-020-09546-5
Schlagwörter	Statistical Analysis; Creativity; Behavior Problems; Creativity Tests; Foreign Countries; Preadolescents; Early Adolescents; Germany + Suchen Sie Ihr Suchwort? Statistische Analyse; Kreativität; Creativity test; Kreativitätstest; Ausland; Pre-adolescence; Präadoleszenz; Deutschland
Abstract	Background: The association between problem behavior in children and adolescents and creativity has hardly been examined. The few studies available report contradictory findings. There is some empirical evidence that a low socioeconomic status coincides with lower creativity test achievements. Objective: The current study addresses the question whether problem behavior is relevant to explain variance in creativity test achievements while controlling for socioeconomic status differences. Method: The sample comprises N = 234 children and adolescents from Germany (age range 10-14, 115 female) including 193 above cut-off in a problem behavior screening (SDQ). Creativity is operationalized by a standardized nonverbal drawing test (TCT-DP). Hierarchic regression analyses are used to analyze the impact of problem behavior on creativity. Results: Problem behavior explains considerable variance in creativity test performance. Whereas internalizing problems are negatively associated with creativity, there is a moderate positive correlation between dissocial problem behavior and creativity. Hyperactive-inattentive children and adolescents achieve better creativity test results than controls. Socioeconomic status and gender both have a moderating impact, but do not level out the link between problem behavior and creativity. Conclusions: The results underline the potential importance of nonverbal creativity as a behavioral, cognitive and emotional feature of inattentive and hyperactive children and adolescents, which could be beneficial in school and other intervention contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01