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Children’s creative imagination and task-specific emotions
Author
Low, Li Leen Anna
Supervisor
Tan, Ai-Girl
Abstract
A total of 102 children (age: 10-12 years) from a Singapore school participated in a study aiming to find out the relations between creative imagination and emotions after completion of tasks. The study was designed with reference to Vygotsky’s (2004) creative imagination conception and Amabile’s (1983) social componential model of creativity, and Frederickson’s (2001) broaden and build theory of positive emotions. Three tasks were given to the children including social problem solving, fantasy writing, and design tasks. Emotions specific to task changed significantly according to types of tasks. Mean values of positive emotions of boys were significantly higher than those of the girls. The participants’ writings and drawings were analysis. Themes were identified from the categories of responses. Children’s and themes of drawing of children were discussed with reference to development of creative imagination.
Date Issued
2013
Call Number
BF723.C7 Low
Date Submitted
2013