Psychological Well-Being of Gifted Teenagers with Different Levels of Creativity

Abstract

The article substantiates and verifies the hypothesis of the relationship between psychological well-being of gifted teenagers and the features of their creativity.It considers the specifics of psychological well-being in gifted adolescents with different levels of creativity, their attitude to the educational environment, the level of satisfaction with its significant characteristics and the degree of protection from psychological violence.The study was conducted on a sample of students of grades 8—10 of schools specializing in mathematics and natural science.The total number of subjects was 253 students aged 14—17 years (154 boys, 99 girls).The study used the following techniques: the Psychological Well-Being Scale by С.Ryff, the Ingenuity and Divergent Thinking scales from H.Zivert’s test of verbal creativity, and the questionnaire “Psychological Safety of Educational Environment” by I.A.Baeva.The differences in psychological well-being indicators for adolescents with different levels of verbal creativity were identified: in particular, adolescents with high creativity have a lower indicator of “positive relationships with others”.The structure of correlations between psychological well–being and creativity in groups of adolescents with high and low creativity differs.Highly creative gifted teenagers tend to evaluate their condition as less favourable as compared to their peers with low creativity and struggle with establishing close relationships.Adolescents with low creativity are more satisfied with such characteristics of educational environment as relationships with others and opportunities provided by the environment.Their assessment of protection from psychological violence is negatively correlated with originality of thinking.

Passion for programming: to the determination of the status and content of the concept

“…Как правило, выявление этого вида одаренности, как и самих талантливых детей, подростков и молодых людей, происходит на основе экспертных оценок (чаще всего педагогических) и/или на основе фиксации выдающихся достижений (победы на профильных олимпиадах и в конкурсах). Эта практика аналогична той, что применяется при изучении и выявлении других видов одаренности -творческой, спортивной, интеллектуальной, практической, лидерской [4,7,8,13,14].…”

Studying The Self-Knowledge Of Adolescents With The Low Level Of Psychological Well-Being

“…In pursuing a scientific search for an answer to the question of predictors for adolescent psychological well-being, scientists note the dependence of this psychological category on various internal and external components. Over the past ten years, the question of the personal determinants for psychological well-being of adolescents has been repeatedly raised by Russian and foreign scientists (Astanina, 2016;Danilova & Rykman, 2020;Gómez-López et al, 2019;Guerra-Bustamante et al, 2019;Laktionova et al, 2021;Leontiev et al, 2018;Lerkkanen et al, 2018;Miklyaeva et al, 2019;Molchanov et al, 2019;Morosanova et al, 2019;Patalay & Fitzsimons, 2018;Proctor et al, 2016;Raible-Destan et al, 2021;Sharma & Chandiramani, 2021;Viejo et al, 2018;Vohra & Pandey, 2020). Determining the characteristics of a psychologically happy person, researchers attach particular importance to personal harmony, the provision of which is associated with the processes of self-regulation and self-knowledge.…”