Vinculación de la creatividad y los pensamientos automáticos perfeccionistas en maestros en formación

  1. María del Pilar Aparicio Flores 1
  2. Aitana Fernández-Sogorb 1
  3. Rosa Pilar Esteve Faubel 1
  4. Carolina Gonzálvez 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Aula abierta

ISSN: 0210-2773

Año de publicación: 2024

Título del ejemplar: Investigando prácticas educativas: perspectivas desde distintos enfoques

Volumen: 53

Número: 1

Páginas: 55-62

Tipo: Artículo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Aula abierta

Resumen

El estudio de la creatividad ha ido en aumento, considerando los beneficios que aporta en la educación tanto por lo que respecta al alumnado como al profesorado. No obstante, la creatividad no solo involucra aspectos motivacionales, sino también cognición y emoción. Por ese motivo, es importante contemplar este tipo de aspectos en los futuros maestros. En este sentido, tras la alta prevalencia observada de pensamientos automáticos perfeccionistas (PAP) en los futuros maestros, asociados a variables de carácter desadaptativo, se estima necesario observar el vínculo de la creatividad y los PAP. Para ello, con una muestra de 788 futuros maestros de Infantil y Primaria (M = 20,49; DE = 1,78), en la que se observó una mayor proporción de chicas con altos PAP se hallaron correlaciones positivas y significativas entre PAP y creatividad, así como diferencias en todos los factores de la creatividad, a excepción de la científica mecánica, puntuando más alto en creatividad (d = entre 0,20 y 0,36). También se halló una capacidad predictiva de PAP conforme aumenta la creatividad. En conclusión, teniendo en cuenta la limitada literatura y controversia por lo que respecta a los estudios en este sentido, se estima la relación entre estas variables.

Referencias bibliográficas

  • Aparicio-Flores, M. P. (2020). Perfiles de pensamientos automáticos perfeccionistas y diferencias en la viveza de imágenes mentales. European Journal of Child Development, Education and Psychopathology, 8(1), 73-84. https://doi.org/10.30552/ejpad.v8i1.133
  • Aparicio-Flores, M. P., Esteve-Faubel, J. M., Vicent, M., González, C., Sanmartín, R., y García-Fernández, J. M. (2021). Dispositional empathy and emotional intelligence in terms of perfectionistic automatic thoughts. The Spanish Journal of Psychology, 24, 1-10. https://doi.org/10.1017/SJP.2020.57
  • Aparicio-Flores, M. P., Esteve-Faubel, J. M., Vicent-Juan, M., y Sanmartín-López, R. (2020). Propiedades psicométricas del Vividness of Visual Imagery Questionnaire en España. Avances en Psicología Latinoamericana, 38(2), 1-14. https://doi.org/10.12804/revistas.urosario.edu.co/apl/a.7482
  • Aparicio-Flores, M. P., Vicent, M., y Sanmartín, R. (2021). Rumias perfeccionistas en función del uso espontáneo de imágenes visuales. International Journal of Developmental and Educational Psychology, 2(2), 191-202.
  • Baer, J., y Kaufman, J.C. (2005). Bridging generality and specificity: the amusement park theoretical (APT) model of creativity. Roeper Review, 27, 158-163. https://doi.org/10.1080/02783190509554310
  • Behroozi, M., Manesh, M. A., Fadaiyan, B., y Behroozi, S. (2014). Investigation of relationship among creativity, spiritual intelligence, perfectionism and mental health of Bushehr artists. Procedia Social and Behavioral Sciences, 143, 399-403. https://doi.org/10.1016/j.sbspro.2014.07.502
  • Besser, A., Flett, G., Sherry, S. B., y Hewitt, P. L. (2020). Are perfectionistic thoughts an antecedent or a consequence of depressive symptoms? A cross-lagged analysis of the perfectionism cognitions inventory. Journal of Psychoeducational Assessment, 38(1), 99-11. https://doi.org/10.1177/0734282919877764
  • Casale, S., Fioravanti, G., Rugai, L., Flett, G., y Hewitt, P.L. (2020). What lies beyond the superordinate trait perfectionism factors? The perfectionistic self-presentation and perfectionism cognitions inventory versus the big three perfectionism scale in predicting depression and social anxiety. Journal of Personality Assessment, 102(3), 370-379. https://doi.org/10.1080/00223891.2019.1573429
  • Cheung, C. J., y Yue, X. D. (2007). Which Chinese creators are famous and why: views from Hong Kong and Mainland Chinese students. Journal of Creative Behavior, 41, 177-196. https://doi.org/10.1002/j.2162-6057.2007.tb01287.x
  • Chou, C. C., Huang, M. Y., Lin, T. W., Lu, F. J. H., Chiu, Y. H., y Chen, J. F. (2019). Moderating effect of self-esteem on the relationship between perfectionism and creative thinking among collegiate dancers. Creativity Research Journal, 31(2), 188-197. https://doi.org/10.1080/10400419.2019.1606620
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
  • Cropley, D. H., y Patson, T.P. (2019). Supporting creative teaching and learning in the classroom: myths, models and measures. En C. Mullen (Ed.), Creativity under duress in education? Resistive theories, practices, and actions (pp. 267-288). Springer.
  • Cropley, D. H., Patston, T., Marrone, R. L., y Kaufman, J. C. (2019). Essential, unexceptional and universal: teacher implicit beliefs of creativity. Thinking Skills and Creativity, 34, 1-11. https://doi.org/10.1016/j.tsc.2019.100604
  • Damian, L. E., Stoeber, J., Negru, O., y Ban, A. (2017). Perfectionism and school engagement: A three-wave longitudinal study. Personality and Individual Differences, 105, 179-184. https://doi.org/10.1016/j.paid.2016.09.044
  • Downey, C. A., Reinking, K. R., Gibson, J. M., Cloud, J. A., y Chang, E. C. (2014). Perfectionistic cognitions and eating disturbance: distinct mediational models for males and females. Eating Behaviors, 15(3), 419-426. https://doi.org/10.1016/j.eatbeh.2014.04.020
  • Esteve-Faubel, J. M., Aparicio-Flores, M. P., Vicent, M., Gonzálvez, C., Sanmartín, R., y García-Fernández, J. M. (2020). Validation of Spanish version of the Perfectionism Cognitions Inventory: Profiles of automatic perfectionism thoughts and their associations with social anxiety. Professional Psychology: Research and Practice, 51(3), 268-277. https://doi.org/10.1037/pro0000290
  • Fernández, O. (2023). Hábitos que te salvarán la vida. Cómo controlar la inflamación, los picos de glucosa y el estrés. Planeta.
  • Flett, G. L., Coulter, L. M., Hewitt, P. L., y Nepon, T. (2011). Perfectionism, rumination, worry, and depressive symptoms in early adolescents. Canadian Journal of School Psychology, 26(3), 159-176. https://doi.org/10.1177/0829573511422039
  • Flett, G. L., Hewitt, P. L., Blankstein, K. R., y Gray, L. (1998). Psychological distress and the frequency of perfectionistic thinking. Journal of Personality and Social Psychology, 75(5), 1363-1381. https://doi.org/10.1037/0022-3514.75.5.1363
  • Flett, G. L., Nepon, T., Hewitt, P. L., y Fitzgerald, K. (2016). Perfectionism, components of stress reactivity, and depressive symptoms. Journal of Psychopathology and Behavioral Assessment, 38, 645-654. https://doi.org/10.1007/s10862-016-9554-x
  • González-González de Mesa, C., López-Manrique, I., y San Pedro-Veledo, J. C. (2014). La competencia de representación especial, el autoconcepto, la actividad artística y la actividad física de los maestros en formación en el ámbito de la expresión plástica. Aula Abierta, 42, 39-46. https://doi.org/10.1016/S0210-2773(14)70007-1
  • Gotlieb, R. J. M., Hyde, E., Immordino-Yang, M. H., y Barry-Kaufman, S. B. (2019). Imagination is the seed of creativity. En J. C. Kaufman y R. J. Sternberg (Ed.), The Cambridge Handbook of Creativity (pp. 709-731). Cambridge University Press.
  • González, G., y Deal, J. T. (2019). Using a creativity framework to promote teacher learning in lesson study. Thinking Skills and Creativity, 32, 114-128. http://dx.doi.org/10.1016/j.tsc.2017.05.002
  • Goulet-Pelletier, J. C., Gaudreau, P., y Cousineau, D. (2022). Is perfectionism a killer of creative thinking? A test of the model of excellentism and perfectionism. British Journal of Psychology, 113, 176-207. https://doi.org/10.1111/bjop.12530
  • GradCert, J. K., y Nordin-Bates, S. M. (2020). Enhancing creativity and managing perfectionism in dancers through implicit learning and sensorikinetic imagery. Journal of Dance Education, 20(1), 1-11. https://doi.org/10.1080/15290824.2018.1532572
  • Gross, M. E., Zedelius, C. M., y Schooler, J. W. (2020). Cultivating an understanding of curiosity as a seed for creativity. Current Opinion in Behavioral Sciences, 35, 77-82. https://doi.org/10.1016/j.cobeha.2020.07.015
  • Herrero-Rico, S., y París-Albert, S. (2018). El quehacer creativo: un desafío para nuestra cotidianidad. Dykinson.
  • Hewitt, P. L., y Genest, M. (1990). The ideal self: schematic processing of perfectionistic content in dysphoric university students. Journal of Personality and Social Psychology, 59(4), 802-808. https://doi.org/10.1037/0022-3514.59.4.802
  • Holmes, E. A., Bonsall, M. B., Hales, S. A., Mitchell, H., Renner, F., Blackwell, S. E., Watson, P., Goodwin, G. M., y Di Simplicio, M. (2016). Applications of time-series analysis to mood fluctuations in bipolar disorders to promote treatment innovation: a case series. Translational Psychiatry, 6, 1-10. https://doi.org/10.1038/tp.2015.207
  • Huang, X., Lee, J. C., y Yang, X. (2019). What really counts? Investigating the effects of creative role identity and self-efficacy on teachers’ attitudes towards the implementation of teaching for creativity. Teaching and Teacher Education, 84, 57-65. https://doi.org/10.1016/j.tate.2019.04.017
  • Kaufman, J. C. (2012). Counting the muses: development of the Kaufman Domains of Creativity Scale (K-DOCS). Psychology of Aesthetics Creativity and the Arts, 6(4), 298-308. https://doi.org/10.1037/a0029751
  • Kaufman, J. C. (2019). Self-assessments of creativity: not ideal, but better than you think. Psychology of Aesthetics, Creativity, and the Arts, 13, 187-192. https://doi.org/10.1037/aca0000217
  • Koestler, A. (1964). The Act of Creation. Macmillan.
  • Kurtis, M. (2021). Potencia tu creatividad de la mano de la neurociencia. Larousse.
  • Lee, M., Roberts-Collins, C., Coughtrey, A., Phillips, L., y Shafran, R. (2011). Behavioral expressions, imagery and perfectionism. Behavioral Cognitive Psychotherapy, 39, 413-425. https://doi.org/10.1017/S1352465810000925
  • Li, Z., y Li. L. (2019). An examination of kindergarten teachers’ beliefs about creative pedagogy and their perceived implementation in teaching practices. Thinking Skills and Creativity, 32, 17-29. https://doi.org/10.1016/j.tsc.2019.03.001
  • Martha-Durán, M. (2010). Bienestar psicológico: el estrés y la calidad de vida en el contexto laboral. Revista Nacional de Administración, 1(1), 71-84.
  • Molnar, D. S., Moore, J., O’Leary, D. D., MacNeil, A. J., y Wade, T. J. (2021). Perfectionistic cognitions, interleukin-6, and C-reactive protein: a test of the perfectionism diathesis stress model. Brain, Behavior, & Immunity–Health, 13, 1-7. https://doi.org/10.1016/j.bbih.2021.100211
  • Patson, T., Cropley, D. H., Kaufman, J. C., y Marrone, R. L. (2017). Teacher self-concepts of creativity: meeting the challenges of the 21st century classroom. International Journal of Creativity and Problem Solving, 27(2), 23-34.
  • Qian, M., Plucker, J. A., y Yang, X. (2019). Is creativity domain specific or domain general? Evidence from multilevel explanatory item response theory models. Thinking Skills and Creativity, 33, 1-9. https://doi.org/10.1016/j.tsc.2019.100571
  • Simonton, D. K. (2014). Creative performance, expertise acquisition, individual differences, and developmental antecedents: An integrative research agenda. Intelligence, 45, 66-73. https://doi.org/10.1016/j.intell.2013.04.007
  • Skaalvik, E. M., y Skaalvik, S. (2016). Teacher stress and teacher self-efficacy as predictors of engagement, emotional exhaustion, and motivation to leave the teaching profession. Creative Education, 7(13), 1785-1799. https://doi.org/10.4236/ce.2016.713182
  • Shih, S. S. (2011). Perfectionism, implicit theories of intelligence, and Taiwanese eighth-grade students’ academic engagement. The Journal of Educational Research, 104(2), 131-142. https://doi.org/10.1080/00220670903570368
  • Soh, K. (2017). Fostering student creativity through teacher behaviors. Thinking Skills and Creativity, 23, 58-66. https://doi.org/10.1016/j.tsc.2016.11.002
  • Somov, P. G. (2010). Present perfect: a mindfulness approach to letting go of perfectionism and the need for control. New Harbinger Publications.
  • Sternberg, R. J. (2009). Domain-generality versus domain-specificity of creativity. En P. Meusburger, J. Funke y E. Wunder (Eds.), Milieus of Creativity. An interdisciplinary approach to spatiality of creativity (pp. 25- 38). Springer.
  • Stoeber, J., Kobori, O., y Brown, A. (2014). Perfectionism cognitions are multidimensional: a reply to Flett and Hewitt (2014). Assessment, 21(6), 666-668. https://doi.org/10.1177/1073191114550676
  • Valdemoros-San Emeterio, M. A., y Lucas-Molina, B. (2014). Competencias que configuran el perfil del docente de primaria. Análisis de la opinión del alumnado de Grado de Educación Primaria. Aula Abierta, 42, 53-60. https://doi.org/10.1016/S0210-2773(14)70009-5
  • Vassilopoulos, S. P., y Moberly, N. J. (2013). Cognitive bias modification in preadolescent children: inducing and interpretation bias affects self-imagery. Cognitive Therapy and Research, 37(3), 547-556. https://doi.org/10.1007/s10608-012-9481-4
  • Wigert, B., Reiter-Palmon, R., Kaufman, J. C., y Silvia, P. J. (2012). Perfectionism: the good, the bad, and the creative. Journal of Research in Personality, 46(6), 775-779. https://doi.org/10.1016/j.jrp.2012.08.007
Fuente de los datos: Dialnet