Creativity and Affective Temperament in Artistic and Non‐artistic Students: Different Temperaments are Related to Different Aspects of Creativity

Abstract

The relationship between creativity and temperament has been well documented in studies with professional artists. This also pertains to affective temperaments which constitute the vulnerability to affective disorders. However, less is known about the contribution of particular temperaments to specific components of creativity, for example, ideational fluency, or originality of thinking. The aim of the present study was to assess affective temperaments and creativity in artistic and non-artistic students. Ninety (39 artistic and 51 non-artistic) students were enrolled in the study. Affective temperaments were evaluated by means of TEMPS-A questionnaire. Creativity was measured with BWAS test assessing the originality of thinking and a sample of tasks derived from BIS battery, assessing ideational fluency. Artistic students showed higher rates of cyclothymic temperament. They also outperformed non-artistic students in both domains of creativity. The originality of thinking correlated positively with the level of cyclothymic temperament, whereas ideational fluency was positively related to hyperthymic temperament. Ideational fluency also correlated with the level of parental education. Results indicate that creativity is related to temperaments underlying predisposition to bipolar affective disorder; however, different temperaments are related to different aspects of creativity.

Didactic-Artistic Tools and Artistic Works Demonstration Contribution to Students’ Artistic Skills Development

“…The Beta Standardized coefficient, .927 for the experimental group, and .794 for the control group of artistic works demonstration explain, respectively, 92.7% and 79.4% of the variance in the total score of artistic skills development predicted by artistic works demonstration. The result is in coherence with prior published research (Montgomery, 2017;Baldus & Wilson, 2016;Maureen, 2019;De La Cruz, 2017;Xhomara, 2019;Lekue, 2015;Ma, 2021;Yokochi & Okada, 2021;Lazutina et al, 2016;Ruotsalainen, 2017;De Backer et al, 2012;Zourntos, 2013;Necka & Hlawacz, 2013;Jaracz & Borkowska, 2020), who argued that artistic works demonstration predicts artistic skills development. As a final result, hypothesis # 2: Artistic works demonstration predicts artistic skills development of arts master students, is supported.…”

“…A lot of research is carried out to investigate the relationship between artistic works demonstration and different variables, including the artistic skills development of art students at university. Jaracz and Borkowska (2020), as well as Montgomery (2017), indicated that artistic works demonstration, such as dancing, painting or signing are connected significantly to artistic skills development; meanwhile, Xhomara (2019) found out that artistic collegial principalship impacts the artistic knowledge and competencies development. Other research study including different forms of artistic demonstration, such as dancing, signing, and sculpting works that are related significantly with development and improvement of artistic skills.…”

“…The other variables are significant in developing the artistic skills of art students. The art creative advancements are signs of high levels of artistic skills and competencies, including "composing documentary films, studying and reporting on context issues through radio broadcasts, writing and presenting new theatrical works, and involving in a comprehensive review of the visual artwork of the students" (Montgomery, 2017); simultaneously, practicing of digital or online technology in the instruction process rather than conventional teaching (Xhomara, 2021), and different learning styles are related to the important aspects of art creativity (Jaracz & Borkowska, 2020). The research study's goal was to investigate the relation of didactic-artistic tools, artistic works demonstration, artistic individuality support, and artistic skills development of art master students at the university level.…”

Contributions of Affective Temperament Traits to Professional Choice: Evidence from the Study of Firefighters, Musicians, Athletes, Bank Managers, Nurses and Paramedics

“…This result can hardly be explained by the high overall level of cyclothymia in all groups enrolled, as the artists from the present study exhibited a lower level of cyclothymic temperament, compared to other studies. 32 , 33 The possible explanation for this result is that the group of artists in the present study consisted of chamber musicians and choir singers. In other studies, in which the affective temperament of the artists was assessed, representatives of other creative disciplines – writers, actors, and painters were also enrolled.…”