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Abstract(s)
O presente estudo, tem como objectivo a caracterização da relação entre a
criatividade e a inteligência, contribuindo para a sinalização da sobredotação e talento,
averiguando a sua relação com o rendimento académico e também com as auto-avaliações
dos alunos.
Para tal, foi realizado um estudo com base numa amostra de 124 estudantes do
terceiro ciclo do ensino básico e do ensino secundário, dos quais 54,03% são do sexo
masculino e 45,97% do sexo feminino. Avaliaram-se os participantes neste estudo através da aplicação do TTCT: versão figurativa (Torrance Test of Creative Thinking), para se avaliar a criatividade; foi também aplicado a BPR 7/9 e 10/12 (Bateria de Provas de Raciocínio),
destinada para avaliar as capacidades cognitivas de alunos; e também a BISAS/T-AA (Bateria de Instrumentos para a Sinalização de Alunos Sobredotados/ Talentosos, Almeida, Oliveira & Melo, 2002) para aceder à auto-avaliação dos alunos, em relação a diferentes domínios; e por fim recorreu-se ao levantamento das classificações académicas dos alunos às disciplinas de
português e matemática, para avaliar o rendimento académico.
Como principais conclusões, obtivemos que a criatividade não se encontra relacionada
com a inteligência, na criatividade não se observaram diferenças de género e o “grupo com desempenho superior” destaca-se na originalidade e na elaboração nas provas de raciocínio abstracto e raciocínio verbal, respectivamente. Na BISAS/T-AA os rapazes autoavaliaram-se melhor na tecnologia (t=3,25; p<0,01) e as raparigas na escrita (t=2,56; p>0,05), constatou-se também que ao alunos que se auto avaliaram nas áreas cognição e escrita tinham melhores
resultados nas disciplinas de português e matemática.
This study has the main goal of characterizing the relationship between creativity and intelligence, contributing to the identification of giftdness and talent, by examining their relationship with the students’ academic performance and self-assessment. To this ending, the study relied on a sample of 124 students from the third cycle of basic education and highschool, whom 54,03% were male and 45,97% female. We assessed the participants in this study by applying the TTCT: figurative version (Torrance Test of Creative Thinking), for measuring creativity; was also applied the BPR 7/9 and 10/12 (Battery of Reasoning, Almeida & Lemos, 2006), designed to assess the cognitive abilities of students; the BISAS/T-AA (Battery of Instruments for Identifying Gifted/Talented Students, Almeida, Oliveira & Melo, 2002) to access the self-assessment of students in relation to different domains, and finally resorted to the students’ academic classifications for the disciplines of Portuguese and Mathematics, to evaluate academic performance. As main conclusions we obtain that creativity isn't related with intellegence, in creativity there are no differences of gender and "the group with a higher performance" stands out in originality and elaboration for the tests of abstract and verbal reasoning, respectively. In BISAS/T-AA the boys self-assessed themselves as better in tecnology (t=3,25; p<0,01), and the girls in writting (t=2,56; p>0,05), it was also found that the students who self rated cognition and writing areas had better results in the disciplines of mathematics and Portuguese.
This study has the main goal of characterizing the relationship between creativity and intelligence, contributing to the identification of giftdness and talent, by examining their relationship with the students’ academic performance and self-assessment. To this ending, the study relied on a sample of 124 students from the third cycle of basic education and highschool, whom 54,03% were male and 45,97% female. We assessed the participants in this study by applying the TTCT: figurative version (Torrance Test of Creative Thinking), for measuring creativity; was also applied the BPR 7/9 and 10/12 (Battery of Reasoning, Almeida & Lemos, 2006), designed to assess the cognitive abilities of students; the BISAS/T-AA (Battery of Instruments for Identifying Gifted/Talented Students, Almeida, Oliveira & Melo, 2002) to access the self-assessment of students in relation to different domains, and finally resorted to the students’ academic classifications for the disciplines of Portuguese and Mathematics, to evaluate academic performance. As main conclusions we obtain that creativity isn't related with intellegence, in creativity there are no differences of gender and "the group with a higher performance" stands out in originality and elaboration for the tests of abstract and verbal reasoning, respectively. In BISAS/T-AA the boys self-assessed themselves as better in tecnology (t=3,25; p<0,01), and the girls in writting (t=2,56; p>0,05), it was also found that the students who self rated cognition and writing areas had better results in the disciplines of mathematics and Portuguese.
Description
Keywords
Rendimento académico Sobredotação