Structures identitaires et expression créative à l’adolescence

Barbot, Baptiste

doi:10.4000/osp.1772

Cited by 27 publications

(21 citation statements)

References 34 publications

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“…Indeed, considering creativity as a predictor rather than an outcome of identity certainly reflects distinct epistemological positions. There are, of course, theoretical reasons to justify one or the other causal directions (for review, see Barbot, 2008;Dollinger et al, 2005;Dollinger & Dollinger, 2017). For example, humanistic psychologists have viewed creativity as a natural fulfillment of the self, or self-actualization (Maslow, 1958;Rogers, 1954).…”

Section: Identity Creativity and The Chicken-and-egg Problemmentioning

confidence: 99%

“…Identity formation can be viewed as such a domain (e.g., Berman, 1998). Correspondingly, DT has been moderately related to the process of identity exploration (e.g., consideration of alternative commitments in important domains of life; Marcia, 1966) with a range of DT tasks (Barbot, 2008;Berman, Schwartz, Kurtines, & Berman, 2001;Sica et al, in press). Other relevant thinking processes commonly associated with creativity such as convergent-integrative thinking (e.g., Barbot, Besançon, & Lubart, 2015;Cropley, 2006) may be relevant to identity processes (e.g., synthesizing or integrating, at time disparate, representations of self in a unique and coherent way).…”

Section: Creativity and Identity: Which And What?mentioning

confidence: 99%

“…Some approaches, however, have outlined reciprocal or interactive developmental relationships between identity and creativity(Albert, 1990), such as differential "causal weights" according to which the causality between creativity and identity development varies at different stages of a person's life(Barbot, 2008). 2 More accurately, "accounts for".…”

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confidence: 99%

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“Generic” Creativity as a Predictor or Outcome of Identity Development?

Barbot

2018

Creativity. Theories – Research - Applications

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In this brief commentary to Kaufman’s call for a “new agenda for positive outcomes” of creativity research, I emphasize how the broad construct of “identity” qualifies as such an outcome. While doing so, I challenge the issue of directionality (predictor vs. outcome) of creativity in relation to relevant correlates by outlining the influence of epistemological position and publication bias in directional interpretations of correlational findings. Through illustrations of various levels of relationships between creativity and identity, I also urge creativity researchers to be more explicit regarding how “generic” creativity is being operationalized in their study, so that more targeted hypotheses regarding the relationship between distinct aspects of creativity and such positive out-come variables may be formulated.

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Section: Identity Creativity and The Chicken-and-egg Problemmentioning

confidence: 99%

Section: Creativity and Identity: Which And What?mentioning

confidence: 99%

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“Generic” Creativity as a Predictor or Outcome of Identity Development?

Barbot

2018

Creativity. Theories – Research - Applications

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“…Toutefois, il convient de rappeler que certaines études (Marshall & Brown, 2006) traités à la lumière des principes de l'approche systémique (e.g., Brachter, 1982;Lopez & Andrews, 1987;Zingaro, 1983). Au sein des sociétés occidentalisées, les loisirs tendent à occuper une place de plus en plus centrale dans la vie des individus (Day, 1972;Waring, 2008) et dans leur construction identitaire (Barbot, 2008;Haggard & Williams, 1992;Kindelberger, Le Floc'h, & Clarisse, 2007), notamment au moment de l'adolescence (Feinstein, Bynner, & Duckworth, 2006;Kleiber, Larson, & Csikszentmihalyi, 1986 (Tinsley & Tinsley, 2004;Wilson, 1980 (Siddiquee, Sixsmith, Lawthom, & Haworth, 2016).…”

Section: Briser La Relationunclassified

L’entretien motivationnel en appui aux prestations d’orientation scolaire et professionnelle

Rochat¹

2018

osp

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2017 L'entretien motivationnel en appui aux prestations d'orientation scolaire et professionnelle Rochat Shékina Rochat Shékina, 2017, L'entretien motivationnel en appui aux prestations d'orientation scolaire et professionnelle Originally published at : Thesis, University of Lausanne Posted at the University of Lausanne Open Archive http://serval.unil.ch Document URN : urn:nbn:ch:serval-BIB_0C1F8A4F02063 Droits d'auteur L'Université de Lausanne attire expressément l'attention des utilisateurs sur le fait que tous les documents publiés dans l'Archive SERVAL sont protégés par le droit d'auteur, conformément à la loi fédérale sur le droit d'auteur et les droits voisins (LDA). A ce titre, il est indispensable d'obtenir le consentement préalable de l'auteur et/ou de l'éditeur avant toute utilisation d'une oeuvre ou d'une partie d'une oeuvre ne relevant pas d'une utilisation à des fins personnelles au sens de la LDA (art. 19, al. 1 lettre a). A défaut, tout contrevenant s'expose aux sanctions prévues par cette loi. Nous déclinons toute responsabilité en la matière. Copyright The University of Lausanne expressly draws the attention of users to the fact that all documents published in the SERVAL Archive are protected by copyright in accordance with federal law on copyright and similar rights (LDA). Accordingly it is indispensable to obtain prior consent from the author and/or publisher before any use of a work or part of a work for purposes other than personal use within the meaning of LDA (art. 19, para. 1 letter a). Failure to do so will expose offenders to the sanctions laid down by this law. We accept no liability in this respect. L'objectif de cette thèse est alors d'étudier dans quelle mesure et avec quelle efficacité il est possible d'avoir recours à cette méthode en appui aux prestations d'orientation scolaire et professionnelle. À cette fin, trois angles d'approche ont été favorisés. D'une part, au travers d'une réflexion théorique, la pertinence du recours à l'entretien motivationnel pour accroitre la motivation des consultant•e•s et les accompagner dans un processus de modération des aspirations est étudié. D'autre part, l'effet d'une formation à l'entretien motivationnel sur les comportements de psychologues conseiller•ère•s en orientation et sur le discours de leurs consultant•e•s est évalué de manière empirique, au moyen d'un dispositif quasi-expérimental. Enfin, l'efficacité clinique de cette approche pour produire un changement réel dans la vie des individus est investiguée au moyen d'une étude de cas. Le produit de ces réflexions est présenté sous la forme de cinq articles. Une introduction générale inscrit ces articles dans le cadre théorique de la living system theory of vocational behavior and development (Vondracek, Ford & Porfeli, 2015) et une discussion finale souligne les apports et limites de l'adoption d'une approche intégrative en orientation.

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“…By theoretical assumption, all domains of SE were culminating into a total score conceptualized as an index of global SE. Since its inception, the ETES has received a number of modifications and refinements, including the conversion of response format to Likert-type scales (Sordes-Ader, Levëque, Oubrayrie, & Safont-Mottay, 1998), or the addition of a new scale for Creative SE (Barbot, 2008). This scale (CREA), which has shown to predict creative performance across multiple domains (Barbot, 2018), was designed to capture SE in artistic outlets relevant to French teenagers’ experience, and to contrast with the more “convergent” domains of academic SE.…”

Section: Introductionmentioning

confidence: 99%

Multidimensional scale of self-esteem (EMES-16): Psychometric evaluation of a domain-specific measure of self-esteem for French-speaking adolescents

Barbot

Safont-Mottay

Oubrayrie-Roussel

2019

International Journal of Behavioral Development

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The EMES-16 is a very short multidimensional measure of domain-specific Self-Esteem designed for French-speaking adolescents. This study presents a psychometric evaluation of this measure among 2603 adolescents with a focus on its factor structure tested in CFA for alternative, theoretically grounded models. Results revealed the superiority of a domain-specific, and partly hierarchical structure, over unidimensional or fully hierarchical structures. This structure supports the derivation of five domain-specific scores (Emotional, Social, Physical, Academic and Creative Self-Esteem) as well as a superordinate composite index (Core Self-Evaluation) underlying the Emotional, Social and Physical Self-Esteem. Measurement invariance testing supported partial equivalence of the construct measured by the EMES-16 across gender and strict equivalence by age groups. Construct validity evaluation suggested strong evidence of EMES-16’s scores convergent and divergent validity with measures of unidimensional Self-Esteem, Self-Concept Clarity, Big Five Personality and Social Desirability. Internal consistency was also satisfactory given the concision of the EMES-16 scales. In conclusion, we discuss the promise of the EMES-16 as a psychometrically solid measure for screening and developmental research purposes among French-speaking adolescents.

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Structures identitaires et expression créative à l’adolescence

Cited by 27 publications

References 34 publications

“Generic” Creativity as a Predictor or Outcome of Identity Development?

“Generic” Creativity as a Predictor or Outcome of Identity Development?

L’entretien motivationnel en appui aux prestations d’orientation scolaire et professionnelle

Multidimensional scale of self-esteem (EMES-16): Psychometric evaluation of a domain-specific measure of self-esteem for French-speaking adolescents

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