Enviar artigo por via de e-mail Differences in divergent thinking and cultural congruence depending on the stage of adolescence
- Autores: Ganieva A.M.1
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Afiliações:
- Edição: Nº 1 (2025)
- Páginas: 186-198
- Seção: Articles
- URL: https://medbiosci.ru/2454-0722/article/view/361696
- DOI: https://doi.org/10.7256/2454-0722.2025.1.72967
- EDN: https://elibrary.ru/ZMHQAR
- ID: 361696
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Resumo
The study involved 108 teenagers living and studying in secondary educational institutions in Kazan, the age of the respondents was 14.73+1.24 years, among whom 42 were female and 66 were male. The first group of adolescents (according to D.B.Elkonin's classification) is younger adolescents aged 13-14 years, the second group is older adolescents aged 15-16 years. The differences between adolescents were studied using Anova analysis of variance on 13 scales such as: general cultural congruence, including in the fields of study, management, security, social interaction, as well as divergent thinking, flexibility, fluency, productivity, including semantic, non-verbal, symbolic and behavioral. List of methods: L.F. Bayanova, O.G. Minyaev's test "Determining the level of cultural congruence for adolescents"; method X. Zievert "Definition of creative abilities"; methodology of N.A. Baturin, E.L. Soldatova "Diagnostics of divergent thinking". The scientific novelty of the study lies in the fact that divergent thinking has been studied for the first time in the context of cultural congruence of adolescents. The theoretical analysis of the relationship between cultural congruence and divergent thinking has allowed to establish that there are various approaches regarding the compatibility and indifferent development of these traits in the personality structure. The empirical study examined the degree of cultural congruence and creativity in the context of divergent thinking in adolescents. Significant differences were found, and it was found that the characteristics of cultural congruence and creative thinking among adolescents have significant differences in general cultural congruence and its components in the field of learning, self-organization, social interaction and safe behavior, as well as in divergent thinking.
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