Teachers’ and Children’s Perceptions of Creativity In High- and Low-Anxious Children

摘要: TEACHERS, COUNSELORS, and school psy chologists are concerned to know the causes, cor relates, behavioral manifestations of anxiety in school-age children. A great amount re search last decade has focused on this vari able (1, 3, 11). Predominantly research been directed determining correlates various aspects intellectual or con vergent learning, acquisition motor skills, problems perception psycho logical adjustment. Little is known about role divergent thinking functions creativity (5, 7, ,13). Current conceptions as a psychologi cal variable differ somewhat from one researcher another. Cattell Scheier (1:14) distinguish between situational-realistic charac terological anxiety, former being generated by threatening phenomena external organ ism while latter arises chiefly within individual. They also bound which occurs relation specifiable set phenomena, e.g., phobia, free floating not specific stimuli.