Examining the well-being and creativity of schoolchildren in France

Abstract

This article builds theoretically and empirically on the concepts of creativity and well-being within the schooling context, focusing on 855 preadolescents attending primary schools in France. Following and testing a line of argumentation delineated in educational research, creativity is defined as conceptually distinct from, but closely related to, student well-being. We define "creativity" as a high level of adaptability and flexibility of thought, the key to developing novel ideas, and "well-being" as both the presence of positive affect and the absence of negative affect (hedonic components), as well as a high level of engagement and feelings of competence (eudaimonic components). Empirically, we test operationalizations of multi-dimensional concepts of creativity and well-being using factor analysis techniques and consider the relationships between these variables and pupils' academic success taking into account the potential moderating effects of gender and parental involvement. We find that these associations are complex and vary considerably between components of well-being and creativity.

Model of Start Up Management to Strengthen Student Entrepreneurship Program in The MERDEKA Campus

“…Furthermore, creativity is defined as a rocessinvolving both cognitive traits, including specific strategies such as transferring a pecificskill in a new environment, and non-cognitive traits, including intrinsic motivation openness to experience (Lubart & Mouchiroud, 2003). Creativity measures have been explored in manyways, including: psychometric tests which measure performance, behaviour and workassessments, and self-assessment measures aimed at comparing children'sself-representationof specific personality traits (Fanchini et al, 2019). In addition, it was further stated that entrepreneurs began to develop not only based on mere imitation, but had followed the three stages of the spectrum, namely the spectrum of invention, innovation and imitation.…”

Measuring Adolescents’ Well-Being in Schools: The Adaptation and Translation of the EPOCH Measure of Adolescent Well-Being—A Validation Study

“…There is great inconsistency in operationalizations of students' well-being, ranging from global life satisfaction to measures of positive or negative affect (Bücker et al, 2018;Fanchini et al, 2019), and a lack of appropriate measures for specifically targeting students' context-related wellbeing in schools (Renshaw et al, 2015). From the numerous definitions of well-being (e.g., Hefferon & Boniwell, 2011;Seligman, 2018;Vernon, 2008), only a few explicitly address students' well-being (e.g., Tobia et al, 2019;Van Petegem et al, 2008).…”

Découverte de solution et flexibilité cognitive

“…L'augmentation du nombre de publications scientifiques vient attester ce phénomène. Comme le soulignent Hernández-Torrano et Ibrayeva (2020), ceci est certainement dû à l'augmentation des résultats empiriques qui mettent en évidence l'implication de la créativité dans le développement cognitif et de façon plus générale qui décrivent ses bénéfices dans diverses activités de la vie sociale, affective ou professionnelle (Fanchini et al 2019 ;Freund et Holling 2008 ;Gajda et al 2017a ;Hansenne et Legrand 2012 ;Sternberg 2002). Cet intérêt grandissant sur le rôle joué par la créativité dans différentes sphères de l'activité humaine repose sur la conviction que la créativité est cruciale dans un monde de plus en plus complexe, changeant et incertain.…”