Ortega-Martín José Luis, Portnova Tatjana, Zurita-Ortega Félix, Ubago-Jiménez José Luis
Department of Didactics of Language and Literature, University of Granada, 18071 Granada, Spain.
Department of Didactics of Musical, Artistic and Corporal Expression, University of Granada, 18071 Granada, Spain.
Int J Environ Res Public Health. 2021 Apr 19;18(8):4333. doi: 10.3390/ijerph18084333.
(1) Background: The present study analyzed the need for cognitive closure and narrative creativity in adolescents. The aim was to demonstrate a strong relationship between narrative creativity and the need for cognitive closure. We analyzed a group of participants by applying a lie scale integrated with the Need for Closure Scale to detect potential relationships between students that entered the lie scale group (discarded) and those that were not discarded by exploring the following variables: gender, school type, group condition, and narrative creativity. (2) Methods: The instruments used were the Need for Closure Scale and the Test of Creative Imagination for Young People, PIC-J. Students of English as a foreign language in the 3rd year of secondary education from two schools were selected based on their availability to participate in the project. The students were aged 14 to 16 with a non-probabilistic sampling value of = 117. (3) Results: Results show a negative correlation between narrative creativity and the need for cognitive closure. The need for cognitive closure is mainly manifested in two of its five dimensions: order and predictability. In addition, the group analysis of the lie scale revealed a higher tendency of male students to be less likely to respond truthfully. Meanwhile, the percentage of participants in the lie scale group was higher in rural schools. (4) Conclusions: In conclusion, students who do not belong to the lie scale group seem to have more creativity than students in the lie scale group, while students in the lie scale group have a lower final course grade than students in the non lie scale group.
(1) 背景：本研究分析了青少年对认知闭合的需求和叙事创造力。目的是证明叙事创造力与认知闭合需求之间存在紧密关系。我们通过应用与认知闭合需求量表相结合的说谎量表对一组参与者进行分析，通过探究以下变量来检测进入说谎量表组（被剔除）的学生与未被剔除的学生之间的潜在关系：性别、学校类型、分组情况和叙事创造力。(2) 方法：所使用的工具是认知闭合需求量表和青少年创造性想象力测试（PIC-J）。根据两所学校中参与该项目的可用性，选取了初三年级以英语作为外语学习的学生。这些学生年龄在14至16岁之间，非概率抽样值为 = 117。(3) 结果：结果显示叙事创造力与认知闭合需求之间呈负相关。认知闭合需求主要在其五个维度中的两个维度上表现出来：秩序和可预测性。此外，对说谎量表的分组分析显示，男生有更高的倾向不太可能如实作答。同时，农村学校中说谎量表组的参与者百分比更高。(4) 结论：总之，不属于说谎量表组的学生似乎比说谎量表组的学生更具创造力，而说谎量表组的学生最终课程成绩低于非说谎量表组的学生。
