Thinking styles and predictive significance of the emotional creativity of university students

  • Heba Mohammed Saad Lecturer of Educational Psychology, College of Education, Damietta University, Egypt. hebasaad2007@yahoo.com

Abstract

The aim of the research is to detect the possibility of predicting emotional creativity through thinking styles. The sample consisted of (180) male and female students in the fourth department of the Faculty of Education, Damietta University. The research tools consisted of the measure of thinking styles and the measure of emotional creativity. The research found that the level of university students in both the ideal and structural thinking styles is higher than the average, the level of the students in the emotional creativity and its dimensions are higher than the average. There are no statistically significant differences in thinking styles and emotional creativity due to the gender variable (male / female),  There are no statistically significance in thinking styles  due to the variable of Study specialization (scientific / literary), there are no statistically significant differences in emotional creativity and its dimensions (readiness or emotional readiness - flexibility - novelty) due to the variable of study specialization (scientific / literary); While in dimension effectiveness there are differences of statistical significance in favor of literary specialization, There are no statistically significant differences in the thinking styles and emotional creativity due to the variable of place of residence (rural / urban). There is a statistically significant relationship between practical thinking and emotional creativity and all its dimensions. The research also reached the possibility of predicting the emotional creativity of the university students through practical thinking.

Downloads

Download data is not yet available.
Published
2020-03-15
How to Cite
Saad, H. (2020). Thinking styles and predictive significance of the emotional creativity of university students. International Journal of Research in Educational Sciences. (IJRES), 3(2), 457 - 530. Retrieved from http://iafh.net/index.php/IJRES/article/view/138
Section
Articles