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Copyright of Journal of Educational Studies (1673-1298) is the property of Journal of Educational Studies Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article considers the specific poetry of one of the largest poets of Chile of the 20th century — Pablo de Rokha in relation to the poetry of his compatriot and contemporary Pablo Neruda. Both poets belonged to Latin American avant-garde aesthetics, both of whom enjoyed great fame and shared common ideological views, but were diametrically opposed in both human and artistic dimensions. Pablo Neruda was a great collector of things of the world; Pablo de Rokha (his pseudonym and the word “stone” sounds the same), unlike Neruda, who collected neither stones, nor any other elements of earthly existence. At the same time his poetry is filled with the smell of steppe herbs, smoke of night fires, it is very material. The difference between the two “materialistic” Pablos is that de Rokha is not only calling their names – he is busy with creating, naming, making of the new world. That is why his poetic material it is so heavy, rude, and rough – earthly, stony words that he unwinds without any concern for beauty and clarity. If Pablo Neruda poeticizes every spiritual movement, every random thought, however insignificant it may be, making them objects of artistic expression, de Rokha does not let his emotions pass through the aesthetic filter – they come from the gut and he turns them in his poetic material, rude and primitive. The main thing that distinguishes de Rokha from Neruda is de Rokha’s tragic worldview expressed in his poetic writing. A coеmparison of the two poets leads to the conclusion that Pablo Neruda and Pablo de Rokha are two opposite versions of the same type of creative personality, extremely similar in their dissimilarity.

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background and Objectives: Innovation has become one of the key skills of organizations to deal with changes in the external environment. The development of theoretical foundations and requirements of management performance shows that the mechanism of employee innovation should be examined from the perspective of active planning and self-management of employees. Based on the goal-oriented theory, which focuses on initiative and spontaneity, a theoretical basis can be provided to study how to actively manage and promote innovation by employees. Therefore, for the education organization, knowing goal-oriented employees and investigating the effect of this feature on innovative performance can be very important and lay the groundwork for improving innovative performance in this organization. It is worth noting that many studies only focus on the single factor of employee innovation performance while innovative performance requires employees who are creative and whose goals are compatible with the organization's goals. Therefore, the main goal of this research was to investigate the effect of creative personality and goal orientation on innovative performance. Methods: The current research was a part of applied research in terms of its purpose, and in terms of method, it was included in the category of descriptive-correlational research. The statistical population of this research consisted of 500 education workers and teachers from Darmian. The sample size was determined based on Cochran's formula of 217 people, and the questionnaires were distributed in a simple random manner. The data collection tool was the standard goal orientation questionnaire with dimensions of goal learning, proof of performance, and avoidance of performance by Vande (1997), the innovative performance questionnaire by Zhou and George (2001), and Goff's creative personality questionnaire (1979) with a five-point Likert scale. Hypotheses were tested by structural equation modeling method in PLS 3 software and model fit was examined. Findings: The findings showed goal learning orientation, performance proof orientation, and creative personality had a positive and significant effect on innovative performance while the effect of performance avoidance orientation on innovative performance is inverse (T>1.96). Also, the findings showed that goal orientation played a mediating role in the relationship between creative personality and innovative performance (T > 1.96)، but did not moderate this relationship (T < 1.96). Conclusion: When teachers and education staff have a learning goal-oriented approach, they seek to increase their skills and acquire new information about how to do their work and teaching, and they do not need to be rewarded by the organization because of their sense of self-satisfaction and superiority, they seek information to improve the way they do their work. Also, due to the orientation of performance proof, these teachers and staff show interest in learning new ways of doing tasks and welcome learning new skills, which provide the ground for innovative performance of teachers and staff. If learning is only to avoid failure, and teachers and staff turn to learning because their abilities are not questioned ، it cannot encourage them to perform innovatively. In the middle education organization and the teachers working in this city, creative personality traits can improve innovative performance, people with creative personalities are not afraid of taking risks and at the same time they only try to do things correctly and meaningfully, this trait is for teachers. It can be very helpful in teaching if they can teach and behave according to the lesson and class environment and create creativity and innovation in students with their innovative performance. So, it can be said that teachers and staff who are creative by using skills acquisition and knowledge exchange and learning new solutions to perform tasks can have an innovative performance, [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Creativity has many benefits, such as workplace performance and life satisfaction. Three studies extended a small body of work to examine whether awe was associated with creative personality, convergent creativity, and everyday creative behaviors (N = 1,844). Study 1 demonstrated that trait awe was associated with a more creative personality among adolescents and adults in the U.S., Iran, and Malaysia. Study 2 showed that trait awe was associated with an increased likelihood of solving the Duncker's Candle Problem. Finally, Study 3 found that on days when participants felt more daily awe than they typically do, they reported having done more everyday creative activities. The effects of awe were independent of amusement (Studies 1–3) and Big Five personality (Study 3). Moreover, we found that daily curiosity explained the link between daily awe and daily creativity in Study 3. These results are the first to demonstrate a consistent link between awe and complementary measures of creativity. The discussion focuses on the limitations of the present work as well as implications of the present results for future research on awe and creativity. [ABSTRACT FROM AUTHOR]

Both psychological resilience and creativity are complex concepts that have positive effects on individual adaptation. Previous studies have shown overlaps between the key brain regions or brain functional networks related to psychological resilience and creativity. However, no direct experimental evidence has been provided to support the assumption that psychological resilience and creativity share a common brain basis. Therefore, the present study investigated the relationship between psychological resilience and creativity using neural imaging method with a machine learning approach. At the behavioral level, we found that psychological resilience was positively related to creative personality. Predictive analysis based on static functional connectivity (FC) and dynamic FC demonstrated that FCs related to psychological resilience could effectively predict an individual's creative personality score. Both the static FC and dynamic FC were mainly located in the default mode network. These results prove that psychological resilience and creativity share a common brain functional basis. These findings also provide insights into the possibility of promoting individual positive adaptation from negative events or situations in a creative way. This study combined neural imaging with a machine learning approach to investigate the relationship between psychological resilience and creativity. Predictive analysis demonstrated that functional connectivity combined with psychological resilience could effectively predict an individual's creative personality score. These findings suggest that psychological resilience and creativity share some common cognitive neural mechanisms. [ABSTRACT FROM AUTHOR]

The relevance of the study of innovative technologies in education is gaining importance, as it is aimed at improving the quality of education and preparing a new generation of specialists for the requirements of modern society. The rapid changes caused by the COVID-19 pandemic, the military aggression of the Russian Federation, the spread of digitalization processes have led to the modernization of the higher education system and the introduction of innovative approaches based on the use of electronic educational resources and distance learning. The article examines the use of the latest tools, such as artificial intelligence, virtual reality, and others, in the educational process. The authors consider the implementation of artificial intelligence, virtual reality, online platforms as instruments for individualizing learning and providing access to educational materials in any place and time. The study is aimed at systematization of data on the benefits and risks that are characteristic of the introduction of innovative technologies into the learning process. It is determined that it is necessary to constantly improve pedagogical skills through the integration of innovative technologies in order to achieve a qualitatively new level of education. Overall, the article emphasizes the role of constant adaptation to the rapid pace of technological development to ensure effective and efficient learning.

Existing studies examining creativity have focused on individual differences, situational factors, and their interaction, but the role of situational factors in social networks has been overlooked. The purpose of this study was to investigate whether individuals' positions in a social network interact with creative personality to affect creativity with the aim of identifying the factors that constrain or foster an individual's creativity. A total of 311 members of 15 scientific teams participated in the survey, which investigated both their friendship relations and their task-collaboration relations. This study employed network analysis and hierarchical multiple regressions, constructed a directed, weighted relation network, and analysed the interaction effect between creative personality and weighted degree in networks. The results showed that (a) creative personality positively predicts creativity, (b) there is a curvilinear relation between weighted degree and creativity, and (c) the relationship between weighted degree and creativity exhibits an inverted U-shape only for individuals with low creative personality. This study highlights the importance of individuals' social networks in promoting creativity, especially for less creative persons. [ABSTRACT FROM AUTHOR]

This study investigated the impact of perceived parent–child relationships on creative personality in middle school students according to self-concept, focusing on environmental (parent–child relationships) and individual (self-concept) factors that can influence these students' creative personalities. To this end, this study verified the moderation effect using sixth-year data (third year of middle school students) from the Seoul Longitudinal Educational Study 2010 Panel, utilizing SPSS 26.0 and the PROCESS macro. The results revealed that the self-concept of middle school students moderated the influence of parent–child relationships on creative personality. Specifically, it was found that as the level of self-concept increased above the average the positive relationship between parent–child relationships and creative personality strengthened. Based on the study's findings, theoretical and practical suggestions for creating a home and educational environment to promote creativity during adolescence were discussed. [ABSTRACT FROM AUTHOR]

This study verified the mediating effects of creative home environment and self-directed learning ability on the relationship between creative personality and creative achievement intention of university students. Creative personality was set as independent variable, creative home environment and self-directed learning ability as mediating variables, and creative achievement intention as dependent variable. This study was conducted from June 10 to July 10, 2019 in Seoul, South Korea, and the participants were 587 university students. Data was collected through an online-offline test and analysed using SPSS Statistics 25.0. Creative personality affected creative achievement intention through the medium of creative home environment. However, self-directed learning ability had no mediating effect in the influence of creative personality on creative achievement intention. Therefore, creative home environment is important to improve the creative achievement intention of university students. Further, that the family's environmental support affects the creative achievement intention to express creativity in course of development bears implications for parent education. [ABSTRACT FROM AUTHOR]

The article presents a comparative analysis of I.V. Goethe’s “The Word to Young Poets” („Ein Wort für junge Dichter,“ 1833) and the article written in connection with A.M. Gorky death by the theorist of Marxist aesthetics D. (G.) Lukács “The Liberator” („Der Befreier,“ 1936). The subject of the analysis is Lukách’s interpretation of the ‛liberator’ concept used by Goethe in relation to his own work. Lukács, who chose this keyword from Goethe’s paper as the title of his own article, tries within the framework of the theme set by Goethe about the liberating mission of the writer to prove the validity of applying the theses of the German classic in the era of proletarian art. In the course of the undertaken analysis, the author of the article comes to the conclusion about the selectivity of Lukács’s approaches to research material. That was dictated by the specificities of the functional-target settings the author of “The Liberator,” dedicated not just to a great writer per se, but to the classic of socialist realism, was guided by. Therefore, Lukács’s interpretation of Goethe’s text isn’t based on a comprehensive analysis of the German classic and the Soviet writer views on a given topic, but is limited to the juxtaposition of iconic semantic constants that are embedded in the word “liberator,” important for Lukács in terms of their relevance to Gorky’s personality and work.

The development of the cultural and creative industry has led to an upsurge in entrepreneurial artists, but how a creative personality will contribute to entrepreneurial artists' success is still unclear. In this present study, we explore the relationship between creative personality and entrepreneurial success, namely economic reward and subjective well-being, among Chinese art entrepreneurs. Furthermore, we tested the mediating role of economic reward on creative personality and subjective well-being. A total of 200 Chinese entrepreneurial artists completed questionnaires assessing their creative personality, economic reward, life satisfaction, and positive and negative emotions. The results showed curvilinear relationships between creative personality and economic reward, positive emotion, and life satisfaction. Furthermore, economic reward mediated the impact of creative personality on subjective well-being. The results have strong theoretical implications for understanding the role of creative personality in entrepreneurial success, as well as the practical implications of improving competence for Chinese entrepreneurial artists in the creative industry to achieve success. [ABSTRACT FROM AUTHOR]

The report, which was presented as part of the ceremony of awarding the title of Doctor Honoris Causa at The Maria Grzegorzewska University (Warsaw, Poland), first of all, expresses sincere gratitude to the Polish people, the President of the Republic of Poland Andrzej Duda, and the Government of Poland for their great support of Ukraine in the fight against the Russian aggressor and invaluable assistance to Ukrainian women and children. The issue of the philosophy of anthropocentrism, which is highly demanded in the context of the globalized information and digital world and the creation of artificial intelligence, is actualized. The new challenges and existing threats that arise in this regard in the value-semantic and psychophysical spheres of human life are characterized. The phenomenon of anthropocentrism as a metaphilosophical synthesis of different approaches to the study of the prospects of human life is substantiated. The author shows the human perspective in the modern world on the basis of the affirmation of the value principles of their further development. [ABSTRACT FROM AUTHOR]

Research shows that the effects of creative personality on moral disengagement and unethical behaviors are mixed. To reconcile the disparate findings, we draw on interdependence theory to unravel how and when creative personality is related to moral disengagement through countervailing pathways. Specifically, we propose competitive motivation and prosocial motivation as two distinct mechanisms that explain the double-edged effects of creative personality on moral disengagement and subsequent unethical behaviors. Furthermore, we hypothesize a cross-level moderating effect of competitive climate on the relationships between competitive/prosocial motivation and moral disengagement. Results based on three-wave data from 753 employees showed that creative personality increased moral disengagement and subsequent unethical behaviors through competitive motivation but decreased moral disengagement and subsequent unethical behaviors through prosocial motivation. In addition, competitive climate weakened the negative relationship between prosocial motivation and moral disengagement and the negative indirect relationship between creative personality and unethical behaviors via prosocial motivation and moral disengagement. [ABSTRACT FROM AUTHOR]

The article systematically descirbes the ideas of the historian of Russian literature Vasily Spiridonov about the work of Apollon Grigoriev for the first time. The name of this researcher is almost forgotten by those who study works by Ap. Grigoriev and A. N. Ostrovsky, with whom he was well acquainted and about whose work Apollon Grigoriev repeatedly wrote. The author of the article identified and presented the entire bibliographic list of works written by Spiridonov about Grigoriev and analyzes three most important works. The researcher highly appreciates his talent as a critic, differs articles by a perspective, reveals dynamics of his ideas of art. The article emphasizes that Spiridonov himself had a brilliant command of the word, kept a distance between his ideas about the critical works of Grigoriev and the author. This correct position allowed Spiridonov to disclose adequately specifics of critiques of the Grigoriev, to add them to a historical and cultural context of not only his time. As a result it is specified that Spiridonov’s works didn’t lose the relevance, have novelty, originality of approaches in understanding of creativity of the Grigoriev as a critic.

The purpose of the article is to consider the issue of creativity in modern art education, which forms a holistic environment within which the realisation of the professional and creative potential of the individual becomes possible. The research methodology is based on systemic and value-based approaches, as well as on the application of analytical, synthetic, and cultural methods, which will allow a comprehensive consideration of the above issues and obtaining relevant research results. The scientific novelty lies in the theoretical understanding of issues of formation and development of creativity and creative environment of artistic educational institutions, which contributes to the realisation of the creative potential of the individual and the acquisition of professional competences. Conclusions. The study has revealed an increase in the role of the creativity component in the formation of a holistic space of art education, as well as the transformation of the paradigm in the field of education based on the general principles of humanisation and culturalisation, based on a comprehensive understanding of human existence in the world, their relationship with the environment and the value dimensions of personal development. It is proven that the development of the creative potential of the individual is carried out under the influence of a creative environment, which, in turn, becomes both a condition and a result of the activity of a creative individual. The basis of creativity is the inner potential of the individual, their professional self-realisation and the ability to generate new knowledge, which is largely formed in the environment of art education. Accordingly, art education institutions have the potential to form and/or transform into creative hubs for learning and creating an open creative environment in the process of creative activity, where an innovative product is created and space becomes creative. [ABSTRACT FROM AUTHOR]

Videoecology and ecology related to the architectural and landscape spaces of the city are increasingly occupying not only the minds of scientists and architects but also the residents of modern cities themselves, which are increasingly being built with high-rise buildings. The problem of increasing green spaces and organising urban architectural and landscape territory at different times of the year is revealed in a comfortable and environmentally friendly component. Previously, a significant place of historical centres was occupied by private households with adjacent green areas, which are an significant part of the landscaping of settlements, especially cities. The winter-spring period, when nature is not yet filled with spring colours, requires special attention from architects, landscape designers, and other specialists in the urban environment. It is necessary to create an everyday and solemn atmosphere, especially on holidays: traditional, religious, patriotic, and international Women's Day.

This study investigated the impact of perceived parent–child relationships on creative personality in middle school students according to self-concept, focusing on environmental (parent–child relationships) and individual (self-concept) factors that can influence these students’ creative personalities. To this end, this study verified the moderation effect using sixth-year data (third year of middle school students) from the Seoul Longitudinal Educational Study 2010 Panel, utilizing SPSS 26.0 and the PROCESS macro. The results revealed that the self-concept of middle school students moderated the influence of parent–child relationships on creative personality. Specifically, it was found that as the level of self-concept increased above the average the positive relationship between parent–child relationships and creative personality strengthened. Based on the study’s findings, theoretical and practical suggestions for creating a home and educational environment to promote creativity during adolescence were discussed.

Music culture plays an important role in historical development of culture. Performers face the problems of finding their place in the world, choosing the trajectory for their personal evolution and professional development and nowadays these issues have become pressing for the professional community of musicians. One of the complex issues researchers need to address is the evolution of the concept of popularity of music performance. Even though the topic of the popularity of the musician, especially in the spectacular genres of performance, has been extensively studied, there are very few works, which focus on the performer of classical music in the context of cultural pragmatics. The study of a significant historical period in the development of European culture from the Ancient World to the present reveals a number of features in the interpretation of the concept of popularity in different historical periods. Complex cultural analysis as the primary method of research was used to investigate the unique features of each period. The study analyzed popularity of the performer of classical music within a particular sociocultural context and resulted in a set of distinct historyspecific concepts of popularity. This paper presents the findings on the evolution of public’s attitude toward musical performance and investigates historical group values determining popularity. It is noted that popularity is a matter of both church and secular music. Classical music performer, intentionally or not, addresses the problem of cultural education of the public and forms their values. At the same time, musicians directly depend on the existing tastes and preferences of their audience. This paradox of popularity has existed through all ages of European music culture. Popularity may take various forms from adoration to hate. In the field of classical music, popularity is achieved by people who have a certain charisma that in terms of attractiveness to the public matters more than professionalism.

Urgency of the research. In the modern world, creativity is a special kind of activity aimed at creating completely new spiritual or material achievements that have not been known before. In the process of this activity, a creative personality is born who not only creates something completely new but also skillfully changes the surrounding reality to adapt it to his or her social needs. Target setting. Actualization of the creative potential of the individual for its further influence on the development of modern society is a priority task. An important task of such influence is to activate the resources of a creative personality in solving modern problems, as well as to highlight the phenomenon of creative potential in the context of modern society. A person as a creative person is the driving force behind the development of modern society. Actual scientific researches and issues analysis. The study prompted us to turn to the works of domestic and foreign scholars devoted to the philosophical foundations of the development of creativity and the creative potential of the individual as a driving force for development in the modern world. The problem of creativity has been studied in the scientific works of S. Averintsev, B. Ananiev, G. Batishchev, N. Berdyaev, V. Biebler, V. Wexler, L. Vygotsky, P. Kapitsa, G. Kedrova, M. Kogan, P. Kravchuk, I. Kucheriavyi, V. Matiushkin, M. Moiseev, V. Ovchynnikov, O. Polovynkin, Y. Ponomarev, E. Fromm, A. Khutorskyi, V. Shynkaruk, and others. Important for our study were the scientific works of Ukrainian scholars: V. Andrushchenko, M. Boychenko, L. Horbunova, E. Gerasymova, V. Zablotskyi, V. Ilyin, M. Mikhalchenko, I. Nadolnyi and others. Creativity as a socio-philosophical phenomenon is considered in the works of O. Hopka, V. Molyako, O. Muzykо, B. Novikov, Z. Samchuk, V. Kholodenko, L. Yaremenko. The research objective. The purpose of the study is to analyze the impact of the creative potential of an individual on the formation and development of modern society. It is necessary to consider the sociophilosophical foundations of the formation of creative potential and to pay special attention to the relationship of the creative personality with the development and formation of new realities. The statement of basic materials. The concept of creativity is multifaceted, which is why it is studied in different ways. But we should pay attention to the philosophical aspect of creativity. Because it is philosophy that reveals the phenomenon of creativity in terms of ontological content and the generation of something new. Plato emphasized that the fruit of God's creativity is the world order, which is based on divine contemplation, which in turn is revealed as reasonable in the process of human creativity. This idea was developed as “creation out of nothing”, which justified the idea of the divine creation of the world in the realm of pure spirit. It should be noted that philosophers of the Middle Ages considered the concept of creativity in two aspects: theistic and pantheistic. The former is based on the understanding of creativity as the command of a divine personality - God is the creator of the world and man, and he not only created the world but also controls it through divine providence. The latter aspect of creativity is based on the Platonic understanding of creativity as the mind contemplating itself. Creativity is a social phenomenon; it is not possible without a carrier, that is, an individual or society as a whole. An individual, in turn, reveals himself or herself through creativity; he or she has a certain creative potential, capabilities that establish his or her ability to create. In addition, creative potential is an important resource for creative activity. It is also important to take into account that creativity can be considered on different scales and in different spheres of human activity. The concept of a “creative person” means not only the presence of creative potential, but also the ability to use this potential to implement creative ideas. Thus, an individual's ability to transform the surrounding reality, i.e. the sociocultural environment, is possible only if he or she has creative potential. Creative potential, in its turn, is characterized by a combination of creative abilities, peculiarities of creative thinking and internal resources of a person. It should be noted that creativity and creative potential are key success factors in areas where creative approaches are required, such as science, philosophy, art, etc. It is important to support and develop people's creative abilities so that they create new ideas and products that will change the world around us. Thus, the contradictions that arise between society and individuals in solving social problems can be overcome by actualizing the creative potential of the individual.Conclusions. Creativity is one of the key driving forces behind the development of modern society. It determines not only scientific and technological progress, but also cultural and social changes. Creativity allows people to open up new opportunities and find innovative solutions to problems. Therefore, the development of creative potential should be a priority goal of any society. [ABSTRACT FROM AUTHOR]

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Background. The life of a creative person, his activity takes place in close relationship with the world, in certain social, cultural and historical circumstances. Creative activity requires cooperation between creative people, certain conditions. At the same time, in psy-chological science creative personality is o] en considered outside of a social, cultural and historical context. Modern world needs creative people, yet the attitudes towards creative people are still complicated and controversial.Objective. Theoretical analysis of the peculiarities of the creative person’s relationship with society.Design.Theoretical analysis of psychological literature focused on the formation of a creative personality, his relationship with society and psychological biographies of creative people. Results. \ e mastery of a system of knowledge in the relevant [ eld is an indispensable condition for creative activity, for creation of a socially signi[ cant product. At the stage of maturation, the creative person feels the need for a developing environment and is very active in [ nding these opportunities. \ e relationship between creative people and society remains di^ cult in many cultures and countries of the modern world. Educational practices in many countries do not contribute to the development of a creative person. Psychological features of creative person (activity, courage, autonomy, individuality) are perceived as a threat in a socio-cultural context focused on stability, predictability and hierarchy.Conclusion. Creative personality is active in his relationship with the world, both at the stage of its formation and in the process of its activity. The creative person o] en [ nds himself in the con_ ict with society and at the same time is responsive to its needs. Thlife decisions of a creative person are largely determined by the need to realize his creative potential.

Developmental feedback can motivate employees to take chances and be more creative, at least for employees who interpret feedback as support for new ideas. Drawing on cognitive evaluation theory, we examined relationships between developmental feedback, intrinsic motivation, creative personality (e.g., people who describe themselves as inventive and confident rather than cautious and conservative), and creative performance. We predicted that developmental feedback would contribute to employees’ intrinsic motivation and further improve their creative performance, especially those who were high in creative personality. The sample included 215 Chinese employees and their direct supervisors from a big science and technology corporation in Beijing, China. Employees’ perceptions of developmental feedback from their supervisor were positively related to employees’ ratings of their intrinsic motivation and supervisors’ ratings of employees’ creative performance. Also, intrinsic motivation of employees mediated the relationship between developmental feedback and their creative performance. These relationships were stronger for employees with a highly creative personality.

The purpose of this study is to identify the mediating effect of creative personality in the relationship between childcare teachers’ efficacy and creative teaching behavior. The participants of the study were 300 childcare teachers and selected the data between October 14 to 22, 2020. The study results were as follows. First, it evidenced positive correlations among efficacy, creative teaching behavior, and creative personality. Therefore, when childcare teachers show higher efficacy and creative personality levels, creative teaching behavior levels are likely to be higher. Second, childcare teachers’ efficacy directly affected creative teaching behaviors and creative personality, which also directly affected creative teaching behavior. Third, creative personality partially mediated between efficacy and creative teaching behaviors. As the childcare field continues to emphasize creative teaching behaviors, it must create an environment where childcare teachers can improve their efficacy and develop their creative personalities. Furthermore, educational programs should encourage teachers to enhance their efficacy and express their creative personalities.

This study develops and tests a model of the underlying mechanisms linking transformational leadership and employee creativity using a sample of 240 matched middle‐level manager and front‐line supervisor dyads from a large foreign joint‐venture company in China. We propose that personal control and employee creative personality serve as a unique psychological mechanism and an important boundary condition to simultaneously influence the relationship between transformational leadership and employee creativity. Results of moderated‐mediation analyses provided support for our conceptual model, showing that transformational leadership was positively related to personal control, which also had a positive impact on employee creativity. Furthermore, creative personality was found to moderate the relationship between transformational leadership and personal control, which in turn, mediated the joint effect on employee creativity. Findings of this study provide insights into the research on leadership development and work design in HRM, which can inform human resource managers to design effective strategies and systems that can increase employees' creativity. [ABSTRACT FROM AUTHOR]

Copyright of IUG Journal of Educational & Psychological Studies is the property of Islamic University of Gaza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines the means to study the creative personality in Nina Berberova’s book “Tchaikovsky. The Story of a Lonely Life”. Nina Berberova is one of the outstanding representatives of the first wave of Russian emigration literature. The author resorts to such diverse means of creating Tchaikovsky’s image as portrait characteristics, which, according to the authors of the article, is not devoid of a psychological component; creative legacy as a defining moment in the life of the hero; memories of contemporaries; historical and cultural context, etc. Having analyzed the work, the authors draw the conclusion that Nina Berberova managed to create a holistic image of the great composer, using a wide range of documentary legacy and comprehending the doctrines of her contemporary times.

The purpose of the work is to explore the cultural foundations of modern education in the context of digitalisation of all spheres of society. The research methodology is based on the application of a systemic approach, as well as analytical, cultural, and axiological methods, which allow a comprehensive consideration of the given issue and draw justified conclusions. The scientific novelty of the study consists in the generalisation of statements regarding the definition of the key role of cultural studies and culture at the current stage of education development, in particular in the context of digitalisation of society and all spheres of its life. It is substantiated that the culturological paradigm provides an understanding of pluralism in education; the relationship between education and culture is revealed, first of all, through a person, who is a systemic connecting link of the cultural and educational systems. Conclusions. Education as a social and cultural phenomenon is an integral part of the evolutionary development of mankind. The goal of education as a socio-cultural phenomenon is the reorientation of its cultural function, which should be a priority, to correspond to new trends of socio-cultural development, to focus on such cultural dominants of today’s world as anthropocentrism, humanism, democracy, spirituality, morality, variability, and integrativeness. This understanding of modern education corresponds to the trends and dynamics of modern culture, changes the nature of actions in the educational space, expanding the boundaries of its design. Awareness of the cultural foundations of education contributes to the creation of such an educational space where different cultures interact most fully, tolerance and respect are formed, there is an awareness that global culture consists of different cultures, the plurality of which creates its unique mosaic, providing the ability for self-development as a culture of humanity as a whole, as well as each of its components. [ABSTRACT FROM AUTHOR]

Although previous studies indicated that intrinsic motivation and positive affect were important for creativity and proved the benefits of physical exercise for creativity, little is known about underlying this relationship between self-determination in physical exercise and creative personality among college students. Based on prior studies and theoretical models, the current study investigated the relationship between self-determination in physical exercise and creativity and the moderating role of positive affect in the relationship between self-determination in physical exercise and creative personality. This model was analyzed with 1,201 Chinese college students (Mean age = 20.10 years, SD = 0.93). Participants filled out the physical exercise self-determination scale, the Williams creativity assessment packet, and the satisfaction with life scale. The results indicated that self-determination in physical exercise was significantly positively correlated with the creative personality of college students, including risk-taking, curiosity, challenge, and imagination. Moreover, self-determination in physical exercise could significantly positively predict the creative personality of college students. Moderation analysis further showed that the relationship between self-determination in physical exercise and creative personality was robust for college students with low levels of positive affect. These findings suggest the importance of cultivating students' creative ability through improving exercise autonomy, especially for those college students with a low level of positive affect.

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This paper considers a fragment of V.S. Vysotsky’s worldview through which his attitude to creativity is seen through the prism of the poetically gifted character. A step-by-step method with the artistic concept of creation as the main methodological tool was used for the analysis. The content of the above concept was identified on the basis of the following lyrics: “My bride will truly sob for me” (‘Za menya nevesta otrydaet chestno’, “The seventh string” (‘Sed’maya struna’), and “Silver strings” (‘Serebryanye struny’). The lexemes struna (‘string’) and gitara (‘guitar’) representing the concept of creation function as the leitmotifs in V.S. Vysotsky’s lyrics. They define the directions of association (linguistic, literary, reference, cultural) and the personality of the lyric character through his attitudes to friends, beloved woman, freedom, and life in general. These attitudes in V.S. Vysotsky’s artistic world are determined by the ideologically important opposition of “one’s own – alien”, a nuclear part of the concept of creation that influences its content. It was concluded that the concept of creation shaping the image of the lyric character and his behavior is represented in the studied lyrics by the associative series of tvorchestvo – svoboda – dusha – zhizn’ (‘creativity – freedom – soul – life’) and functions against the background of the opposition of “one’s own – alien”.

Goals. The article aims at examining visual arts of pre-war Kalmykia and the deportation period (1943‒1957) through the example of P. I. Emchegirova (1907–1992) ― first ethnic Kalmyk female painter ― and her works. The artistic path remains understudied and is of special interest due to a unique nature of art pieces. Studies of the cultural heritage are complicated by the absence of documents and archival sources completely lost during the Siberian deportation. Materials and Methods. The work analyzes paintings, drawings and pieces of applied art created by P. I. Emchegirova virtually for over half a century and stored at the Palmov National Museum of Kalmykia, State Vladimir Suzdal Museum Reserve, and in family archives. The analysis of artistic images created by P. I. Emchegirova involves methods of art history, cultural studies, and ethnology. Results. The paper introduces data on previously unknown works of the visual artist that significantly extend the thematic range developed by Kalmyks painters in the 1930s–1950s, reveal ethnic specifics in P. I. Emchegirova’s activities, and deepen the understanding of local arts as an integral part to 20th-century Kalmykia’s history and culture. The study also attempts at historical and cultural reconstructions to somewhat restore lost fine arts, which may classify the former as an interdisciplinary research. There are also some data on the painter’s heritage from 1957 onwards.

The article describes objective and subjective conditions of student’s creative personality development in teaching and educational process of higher pedagogical education.

The author view! the necessity of reorientation of individual work and turn if from the informative function to personality, to the forming of students personal creative component.

Various approaches have been developed to examine the degree to which organizations support or inhibit creativity. One approach involves comparing creative behavior expressed when a person is at work with that displayed when they are not at work. The present investigation compared creative behavior at work vs. outside of work with a sample of 164 participants who completed online measures of creative activity and accomplishment. Comparisons revealed that less than half of the variance was shared, even when controlling for the length of time that participants had spent in their jobs. Hierarchical multiple regressions indicated that certain personality traits negatively predicted engagement in creative activities that were required by work. The frequency of non-required creative activities at work, on the other hand, was predicted by level of education, longer job tenure, and the perception that creativity was a part of one's job. Nearly half of the participants believed that they were most likely to display creative behaviors equally at work and at home, and when alone or with other people, though generally individuals felt that their creativity was better supported in their personal lives. These findings indicate directions for future research and have implications for the development and expression of creative potentials in the workplace.

Developmental feedback can motivate employees to take chances and be more creative, at least for employees who interpret feedback as support for new ideas. Drawing on cognitive evaluation theory, we examined relationships between developmental feedback, intrinsic motivation, creative personality (e.g., people who describe themselves as inventive and confident rather than cautious and conservative), and creative performance. We predicted that developmental feedback would contribute to employees’ intrinsic motivation and further improve their creative performance, especially those who were high in creative personality. The sample included 215 Chinese employees and their direct supervisors from a big science and technology corporation in Beijing, China. Employees’ perceptions of developmental feedback from their supervisor were positively related to employees’ ratings of their intrinsic motivation and supervisors’ ratings of employees’ creative performance. Also, intrinsic motivation of employees mediated the relationship between developmental feedback and their creative performance. These relationships were stronger for employees with a highly creative personality. [ABSTRACT FROM AUTHOR]

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Abstract Leadership has been a topic of great interest for researchers, business people, educators, and government officials alike over the years. Leadership as a theoretical construct has undergone a great deal of changes as a result of changes such as modernization, globalization and most recently digitalization. Taking into account the various changes that the internet and cloud computing has introduced in the organizational systems and processes across the globe, it is prudent to understand the relationship between leadership and digitalization to foresee how leaders should prepare themselves to cater to the challenges of the future. Leadership is indeed an ever-evolving concept, and so is technology; of which digitalization is an outcome. Most inquiries about such a relation are being well executed by the western cultures. Exploring the relationship between leadership and digitalization in the eastern cultures, especially India becomes more significant; as the technology is booming and drastically changing how daily activities are carried out as an influence of digitalization. With over 40% of the Indian population subscribed to the internet, and through the efforts made by the public and private sectors, India is on the way to being a technologically advanced country. India is also the largest base of digital consumers. Leaders struggle to lead in such challenging situations; which are becoming more volatile. It is imperative to examine what capacities, abilities and competencies leaders already have and what they need to further improve upon, in order to lead effectively in the digital world. To examine the overall context of Indian traditional leadership, leader–member exchange is seen to be a relevant theory. At last, challenges and gaps are discussed and the notion of “creative personality” is recommended for Indian leaders to cater to the digital changes.

Creativity occupies one of the central places in the model of modern higher education institution graduate’s key competencies. The article aims to reveal the content of the problem related to the development of the students’ creative thinking who major in Philology; in particular, the paper deals with a number of tasks, it is going to: 1) characterise creativity as a professional competency; 2) highlight students' views on providing a creative atmosphere in the educational process at the Department of Foreign Languages; 3) offer a number of techniques to activate the creative potential of students in modern Ukrainian language classes. The methods like: theoretical (analysis of pedagogical and psychological literature) and empirical (questionnaires and interviews with students of the Philology Faculty) were used. The Quantitative analysis of the survey’s results conducted among the second and fourth year students majoring in 014 Secondary Education (Ukrainian Language and Literature) at Ushynsky University, showed the urgency of the problem and the need to use constructive approaches to teaching academic disciplines at the Philology Faculty. The author analyses the definitions of the concepts “creativity”, “creative personality” which are primarily distinguished by such features as openness to new ideas, their flexibility and originality, interest in the problem, activity, independence in judgments. Having checked the example of the discipline “Modern Ukrainian language” (the Section “Syntax of a complex sentence), some methods of stimulating students’ creative activity were illustrated: compiling intelligence maps to visualise theoretical material and analysis which present practical tasks; creative or figurative writing based on the use of non-traditional genres (poetic techniques “11 words”, senkan; “five sentences”; fairy tales, essays, sketches, miniatures, associative writing); solving creative problems that require the involvement of different ways of learning (nature, art, linguistic and cultural studies). As a result, the emphasis was put on the importance of providing cognitive motivation and creating appropriate conditions that would encourage students to creative activity and self-expression.

This study aims to develop a teaching and learning model and curation system based on multimedia. This curation system is a model for fostering convergent human resources with creative solutions based on comprehensive judgment and good personality on various problems that may occur at work and everyday life. For this purpose, four tasks were performed: First, we developed "C-crepe", a creative personality educational content based on multimedia video materials (movies, animations, documentaries, cartoons, advertisements). Second, we developed "C-check", a systematic evaluation system for qualitative improvement on creative personality education contents made from video materials and for making a leap in creative personality education. Third, we developed "C-curation", a digital curation system based on web and mobile, and advanced functions to increase the utilization by university students and instructors. Fourth, we developed "C-MOOC", an optimal large-scale open lecture to encourage the development of creative contents of education based on video materials and to promote interaction among learners, instructors, and contents. The results are expected to help foster convergent human resources with the creativity and good personality required by the Fourth Industrial Revolution. [ABSTRACT FROM AUTHOR]

Introduction: International organizations have drawn attention to the idea of adapting learning to fit the graduates' skills and competences to the current requirements of labor market. Therefore, reaching a deep learning of academic contents along with developing creative ability for problem solving emerges as a desirable goal to be reached. Objective: The study was aimed at analyzing the Deep and Surface learning approaches as well as creativity --comprising the creative process and the creative personality-- by socio-demographic and academic variables in college students. Method: A non-experimental and cross-sectional design was conducted, entailing two studies: a group differences one and another, explanatory. The sample was composed of 301 college students attending two majors --Psychology (51 %) and Engineering (49 %). Results: Significant differences in the use of learning approaches were found; women used the Deep approach more often whereas men chose the Surface approach. As for creativity, men showed statisti- cally significant differences in creative personality over women. The creative process arose more often in Psychology students when compared with Engineering undergraduates, with significant p-values. Academic Perfomance was negatively explained by the Surface approach (β=-0,276) and positively, by the creative process (β=0,185). Conclusions: Boosting Academic Perfomance requires a major adjustment in teaching and evaluation methods. They should be aimed at discouraging the use of the Surface approach whilst promoting the occurrence of creative processes in students. Moreover, such changes in educational practices should be focused on improving Deep learning and creativity in order to make the graduates' skills more suitable for current labor market requirements. [ABSTRACT FROM AUTHOR]