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Publication
Processos cognitivos associados à criatividade: Contributos para a adaptação e validação da escala CPAC em Portugal
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Abstract(s)
O reconhecimento da criatividade como competência fundamental na sociedade atual, dadas as suas aplicações nos domínios da educação, da inovação e das empresas, das artes e ciências, coloca às instituições de ensino uma responsabilidade no seu estímulo e desenvolvimento, de onde não escapa, evidentemente, o ensino superior. Face à complexidade inerente à avaliação deste constructo, bem como à escassez de instrumentos existentes no nosso país, este estudo teve como objetivo principal contribuir para a adaptação da escala CPAC (Cognitive Processes Associated with Creativity) para a população portuguesa, analisando as suas propriedades psicométricas. Simultaneamente, pretendeu-se estudar os processos cognitivos associados à criatividade nos estudantes da Universidade da Beira Interior (UBI) e sua relação com o desempenho académico e com a idade, bem como eventuais diferenças tomando o género, o ano frequentando e a área de estudo. Participaram no estudo 319 estudantes portugueses da UBI, sendo 164 do género feminino (51,4%). Os alunos frequentavam o 1º ano (n=185; 58%) ou o 3º ano (n=134; 42%) de Licenciaturas na área das Ciências Sociais e Humanas (Sociologia, Gestão, Psicologia e Ciências do Desporto), Ciências Exatas (Engenharia Eletromecânica, Engenharia Informática e Bioengenharia) e Artes (Design Industrial, Cinema e Arquitetura). Foi utilizada uma versão traduzida da escala CPAC (Miller, 2014), mediante um estudo prévio de adaptação para a população portuguesa. A escala sofreu algumas alterações decorrentes dos resultados obtidos a partir de uma análise fatorial, revelando bons índices de consistência interna. Verificaram-se correlações positivas entre os resultados na CPAC e o rendimento académico dos estudantes, uma correlação negativa fraca com a idade (na subescala imagery) e diferenças relativamente ao género em duas subescalas (imagery e incubação). Analisam-se algumas implicações do estudo, nomeadamente ao nível do ensino superior, assim como algumas limitações do mesmo e sugestões para estudos futuros.
The recognition of creativity as a key competence in modern society, given their applications in the fields of education, innovation and business, arts and sciences, puts the educational institutions a responsibility to your encouragement and development, which does not escape, of course, higher education. Given the complexity inherent in assessing this construct as well as the scarcity of existing instruments in our country, this study aimed to contribute to the adaptation of CPAC scale (Cognitive Processes Associated with Creativity) for the Portuguese population, analyzing its psychometric properties . At the same time, the aim was to study the cognitive processes associated with creativity in students from the Universidade da Beira Interior (UBI) and its relationship to academic performance and age and any differences taking gender, year attending and study area. Participated in this study 319 Portuguese students from UBI, and 164 were female (51.4%). Students attending the 1st year (n = 185; 58%) or the 3rd year (n = 134; 42%) of Degrees in Social and Human Sciences (Sociology, Management, Psychology and Sport Sciences), Exact Sciences (Electromechanical Engineering, Computer Engineering and Bioengineering) and Arts (Industrial Design, Film and Architecture). Was been used a translated version of CPAC scale (Miller, 2014) by a previous study of adaptation for the Portuguese population. The range has undergone some changes from the results obtained from a factor analysis, revealing good internal consistency indices. There were positive correlations between the results on CPAC and the academic performance of students, a weak negative correlation with age (subscale imagery) and on gender differences in two subscales (imagery and incubation). We examine some implications of the study, particularly in higher education, as well as some of the same limitations and suggestions for future studies.
The recognition of creativity as a key competence in modern society, given their applications in the fields of education, innovation and business, arts and sciences, puts the educational institutions a responsibility to your encouragement and development, which does not escape, of course, higher education. Given the complexity inherent in assessing this construct as well as the scarcity of existing instruments in our country, this study aimed to contribute to the adaptation of CPAC scale (Cognitive Processes Associated with Creativity) for the Portuguese population, analyzing its psychometric properties . At the same time, the aim was to study the cognitive processes associated with creativity in students from the Universidade da Beira Interior (UBI) and its relationship to academic performance and age and any differences taking gender, year attending and study area. Participated in this study 319 Portuguese students from UBI, and 164 were female (51.4%). Students attending the 1st year (n = 185; 58%) or the 3rd year (n = 134; 42%) of Degrees in Social and Human Sciences (Sociology, Management, Psychology and Sport Sciences), Exact Sciences (Electromechanical Engineering, Computer Engineering and Bioengineering) and Arts (Industrial Design, Film and Architecture). Was been used a translated version of CPAC scale (Miller, 2014) by a previous study of adaptation for the Portuguese population. The range has undergone some changes from the results obtained from a factor analysis, revealing good internal consistency indices. There were positive correlations between the results on CPAC and the academic performance of students, a weak negative correlation with age (subscale imagery) and on gender differences in two subscales (imagery and incubation). We examine some implications of the study, particularly in higher education, as well as some of the same limitations and suggestions for future studies.
Description
Keywords
Competências Transversais Criatividade Ensino Superior Processos Cognitivos Sucesso Académico