心理学生的言语与非言语创造力与对不确定性的容忍度

O. A. Kondrashikhina, I. Tikhomirova
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引用次数: 2

摘要

本文包含了心理学专业学生创造力和对不确定性容忍度的诊断结果。对不同不确定性容忍度学生的创造力(原创性和独特性)差异进行的统计分析表明,不确定性容忍度平均水平的学生比不确定性容忍度高的学生具有更高的创造力。一方面,这些学生的特点是具有一定的能力来感知新的、模棱两可的、非结构化的情况,而不是将其视为威胁因素,而是将其视为包含挑战的情况,而不会经历明显的负面情绪。另一方面,这些学生的特点是最佳的情感包容,增加激活,克服不确定性的愿望,以及对不确定性的某种建设性的“不容忍”。这有助于产生解决问题的尝试,找到解决问题的办法,激活人的创造潜力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
VERBAL AND NON-VERBAL CREATIVITY AND TOLERANCE FOR UNCERTAINTY OF PSYCHOLOGICAL STUDENTS
The article contains results of diagnostics of creativity and tolerance to the uncertainty of psycholo-gy students. An analysis of statistically significant differences in creativity (originality and uniqueness) in students with different levels of uncertainty tolerance showed that students with an average level of to-lerance for uncertainty have higher creativity rates than students with a high level of tolerance for uncer-tainty. On the one hand, these students are characterized by a certain ability to perceive new, ambi-guous, unstructured situations, not as a threatening factor, but as a challenge-containing situation, with-out experiencing pronounced negative emotions. On the other hand, these students are characterized by optimal emotional inclusion, increased activation, a desire to overcome uncertainty, as well as a certain, constructive “intolerance” to uncertainty. This contributes to the production of attempts to solve the situ-ation, find a solution to the problem, activates the creative potential of the person.
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