Soroa Goretti, Aritzeta Aitor, Muela Alexander, Balluerka Nekane, Gorostiaga Arantxa, Aliri Jone
Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain.
Department of Basic Psychological Processes and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain.
Eur J Investig Health Psychol Educ. 2020 Nov 13;10(4):1051-1064. doi: 10.3390/ejihpe10040074.
In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent-Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest-posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants' divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood-creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).
在一个要求年轻人适应日益苛刻情况的社会环境中，情感教育和创造力训练可能是个人发展和学业成绩的关键。鉴于目前尚无已知的干预措施能在青年人群体中同时培养情感和创造力技能，本研究的主要目标是设计、实施和评估情感发散-聚合思维计划（EDICOP）。研究设计为准实验性，采用非等效对照组和前后测措施。参与者包括来自两个高等教育中心的196名16至24岁的学生。我们的结果表明，EDICOP有助于改善参与者的发散-主动风格、积极情感、情绪倾向和注意力，以及他们对认知的偏好。因此，总体而言，EDICOP既相关又有用，值得对情绪-创造力联系进行进一步研究，以便通过结合三种基本心理过程（情感、认知和动机），在高等教育中创造新的情境来促进情感和创造力倾向以及自我意识。
