Knowledge of the Creative Process in University Students: The Influence of Gender and Age
Abstract
As an unavoidable element to develop innovative solutions to unexpected problems, creativity is fundamental in all fields. However, the study of the metaprocesses involved in creative thinking still requires further exploration. This study addresses this issue by investigating the level of knowledge about the creative process that university students have and, in particular, how this knowledge varies according to gender. To this end, an assessment instrument was designed consisting of three key dimensions involved in the creative process: divergent thinking, creative motivation, and creative leadership. This instrument was applied to 145 students of the Early Childhood and Primary Education degrees after undertaking an experience based on the creative design of a training activity, with the aim of identifying and analyzing their knowledge of the creative process developed. The results show that women have a higher level of knowledge in this area and that there are statistically significant differences in the dimension of “creative motivation”, favoring older students. These findings underline the need to transform the training plans of university teaching degrees in order to foster a culture that values creativity, as well as to implement strategies that enhance the conscious management of the creative process, considering gender diversity.
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