ABSTRACT

Creative classroom climate has an impact on the development of gifted students, but there is still not enough empirical evidence to support this hypothesis. The purpose of this study was to examine how elementary school students, aged 11 to 14 years, experience a creative environment in different educational settings. Specifically, the aim of the study was twofold: (1) to compare gifted students’ perception of creative climate in regular vs. enriched art classes, and (2) to compare the gifted students’ perception of creative climate in regular art classes with the perception of their nongifted classmates. The data were collected by using an adapted version of Péter-Szarka et al. questionnaire, which measures creative climate. The results reveal that gifted students found enriched classes more creative than regular classes. The perception of the overall creative climate in regular classes was similar in both groups of students; however, in three of the five measured dimensions of creative climate the results did point to statistical and practical significance in differences between the groups. The findings of this study offer a valuable insight into the students’ perception of a creative environment in art classes and may provide guidelines for enhancing the quality of gifted student education.

摘要

创意课堂气氛对天才学生的发展有影响，但仍然没有足够的经验证据支持这一假设。本研究的目的是调查 11 至 14 岁的小学生如何在不同的教育环境中体验创意环境。具体而言，该研究的目的有两个：（1）比较天才学生在普通艺术课和丰富的艺术课中对创造性氛围的感知，以及（2）比较天才学生在普通艺术课和普通艺术课中对创造性氛围的感知。对他们没有天赋的同学的看法。通过使用 Péter-Szarka 等人的改编版本收集数据。问卷，用于衡量创意氛围。结果显示，有天赋的学生发现丰富课程比普通课程更有创意。两组学生对常规课堂的整体创意氛围的看法相似；然而，在创造性气候的五个测量维度中的三个维度中，结果确实指出了组间差异的统计和实际意义。这项研究的结果为学生对艺术课创作环境的看法提供了宝贵的见解，并可能为提高天才学生的教育质量提供指导。