Department of Psychology, University of Almería, 04120 Almería, Spain.
Department of Psychology, Universidad Politécnica y Artística del Paraguay, Asunción 1628, Paraguay.
Int J Environ Res Public Health. 2019 Nov 15;16(22):4527. doi: 10.3390/ijerph16224527.
Although self-expressive creativity is related to cyberbullying, it can also reinforce strengths that contribute to positive adolescent development. Our study concentrated on the relationships between personality traits and self-expressive creativity in the digital domain in an adolescent population. For this, we analyzed the effect of self-esteem and emotional intelligence as assets for positive development related to personality traits and self-expressive creativity.
The study population included a total of 742 adolescents that were high-school students in the province of Almería, Spain. The following instruments were used: Big Five Inventory (BFI) to evaluate the five broad personality factors, Rosenberg Self-Esteem Scale (RSE), Expression, Management, and Emotion Recognition Evaluation Scale (TMMS-24), and the Creative Behavior Questionnaire: Digital (CBQD).
The cluster analysis revealed the existence of two profiles of adolescents based on their personality traits. The analysis showed that the group with the highest levels of extraversion and openness to experience and lowest levels of neuroticism were those who showed the highest scores in self-esteem, clarity, and emotional repair, as well as in self-expressive creativity. Higher scores in neuroticism and lower scores in extraversion and openness to experience showed a direct negative effect on self-expressive creativity and indirect effect through self-esteem and emotional attention, which acted as mediators in series.
To counteract certain characteristics that increase adolescents' vulnerability to social network bullying, a plan must be developed for adequate positive use of the Internet from a creative model that enables digital self-expression for acquiring identity and self-efficacy through the positive influence of peers, which promotes feelings of empowerment and self-affirmation through constructive tasks that reinforce self-esteem and emotional intelligence.
尽管自我表达的创造力与网络欺凌有关，但它也可以强化有助于青少年积极发展的优势。我们的研究集中在青少年群体中人格特质与数字领域自我表达创造力之间的关系。为此，我们分析了自尊和情绪智力作为与人格特质和自我表达创造力相关的积极发展资产的作用。
研究对象共有 742 名西班牙阿尔梅里亚省的高中生，使用了大五人格量表（BFI）评估五个广泛的人格因素、罗森伯格自尊量表（RSE）、表达、管理和情绪识别评估量表（TMMS-24）以及创造性行为问卷：数字版（CBQD）。
聚类分析显示，青少年的人格特质存在两种类型。分析表明，外向性和开放性得分最高、神经质得分最低的群体在自尊、清晰性和情绪修复方面以及自我表达创造力方面得分最高。神经质得分较高、外向性和开放性得分较低与自我表达创造力呈直接负相关，通过自尊和情绪关注的间接效应呈负相关，后者作为串联的中介。
为了抵消某些增加青少年易受社交网络欺凌影响的特征，必须制定一项计划，从创造性的模式出发，为青少年提供适当的互联网积极使用，通过同伴的积极影响实现数字自我表达，从而获得身份和自我效能感，通过赋予权力和自我肯定的建设性任务来增强自尊心和情绪智力。
Zotero 插件