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The impact of cultural congruence on the creative thinking of primary school children

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dc.contributor Казанский федеральный университет
dc.contributor.author Bayanova Larisa Faritovna
dc.contributor.author Chuljukin Kirill Sergeevich
dc.date.accessioned 2018-05-17T10:45:00Z
dc.date.available 2018-05-17T10:45:00Z
dc.date.issued 2018
dc.identifier.citation Bayanova L.F. The impact of cultural congruence on the creative thinking of primary school children / L.F. Bayanova, K.S. Chulyukin // Psychology in Russia: State of the Art. - 2018. - Vol. 11. - Is. 1. - PP. 61-70.
dc.identifier.uri https://dspace.kpfu.ru/xmlui/handle/net/131338
dc.description.abstract Background. Tere have been many psychological studies, which show what factors enhance creative thinking in childhood, including studies on the impact of intelligence, personality, self-esteem, and other characteristics. But little is known of the impact of cultural congruence on the enhancement of creative thinking in childhood. In that regard, it would be interesting to explore whether cultural congruence infuences the enhancement of the creative thinking of primary school students. Objective. Tis study is aimed at examining the impact of cultural congruence on enhancing the creative thinking of primary school students. Cultural congruence can be described as a personality trait based on compliance with the rules which a society determines appropriate according to age and culture. 303 respondents participated in this study, of which 293 were primary school students aged 8-10 years (M=9, ?0.5), and 10 were primary school teachers who worked with these children.
dc.language.iso en
dc.relation.ispartofseries Psychology in Russia: State of the Art
dc.rights открытый доступ
dc.subject creative thinking
dc.subject cultural congruence
dc.subject normative situations
dc.subject rules
dc.subject norms
dc.subject behavior
dc.subject primary school student.
dc.subject.other Психология
dc.title The impact of cultural congruence on the creative thinking of primary school children
dc.type Article
dc.contributor.org Институт психологии и образования
dc.description.pages
dc.pub-id 178975


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