Viviana Lemos

Factor Structure of the Torrance Tests of Creative Thinking Figural Form B in Spanish-Speaking Children: Measurement Invariance Across Gender

On the basis of contradictory findings regarding the factor structure of the Torrance Tests of Creative Thinking (TTCT) Figural scale, the objective of this study was to compare, through a confirmatory factor analysis (CFA), four theoretical models that explain the operationalized creativity construct with the TTCT. We evaluated a sample of 577 Spanish-speaking school children of both genders, aged 9 to 14 years. The CFA of most satisfactory fit identified two correlated factors: (a) innovative and (b) adaptive. Besides, multigroup CFA revealed that the 2-factor solution was invariant (configural, metric, and structural) across gender. Finally, MANOVAs were conducted to analyze the differences in each factor and subscale according to gender, revealing significant group differences. The methodological and educational implications of the results are discussed.

Argentine Culture and Parenting Styles

The importance of parenting styles on development and welfare of children is widely known and also how parenting practices are linked to the social meanings of each culture or social group. We present various perspectives about parenting styles and their relation to different contexts, cultures and social classes in Argentina. We also analyze the characteristics of particular parenting styles of both middle class and disadvantaged backgrounds. Next we analyze whether more efficient parenting styles may vary from one culture to another, under the hypothesis that parenting styles that ensure children’s socioemotional adjustment, remain invariant in different socioeconomic contexts and cultures. Variation occurs in the characteristics or the degree of acceptance and control and in the ways in which parenting behaviors are perceived by children. Finally, we emphasize the importance of interventions aimed at optimizing parenting, so that parents can correct irrational beliefs about behaviors, customs and styles of parenting, which hamper the development of the resilience of children, parents and family.

Childhood Prosocial Behavior in the School Environment

The study of child prosocial behavior is not recent. However, in the last decade the growth of works on this topic is remarkable, probably due to the alarming increase of violence and aggression in social contexts. The promotion of prosocial behavior in children involves the strengthening an alternative behavioral repertoire that restrains and prevents negative and antisocial behaviors and, at the same time, favors an adequate coping strategy. There are several positive effects produced by prosocial behavior at social, emotional and cognitive levels during children’s development. In this chapter, we will analyze reasons why schools provide an appropriate setting to promote behaviors such us, helping, giving and sharing, verbal comfort, positive assessment of others and cooperation. Bibliographic research will be discusses with the results obtained after implementing a pilot program in schools. Results highlight the importance of strengthening prosociality in educational settings through adequate strategies and models. Teaching children to cooperate with and help others, to share and to be altruistic, to accept and to apologize other’s mistakes, and to show sympathy, empathy and compassion, is part of the aim of schools interested stimulating an integral child development.

Personality and Creativity: A Study in Spanish-Speaking Children

Abstract This work aimed at studying the relationship between personality from the Big Five Personality model and creativity through different techniques (i.e., a paper and pencil task, and scales) and informants (i.e., the child and parents). We evaluated a sample of 359 Spanish-speaking school children of both genders, aged 9 to 13 years. Personality was assessed with the Argentine Questionnaire of childrens Personality (CAPI). Creativity was evaluated using the following instruments: The Torrance Test of Creative Thinking-Figural Form B; and the Creative Personality Scale (EPC). Pearson correlations and multiple linear regressions consistently showed that Neuroticism related negatively to creativity while competence has a positive relation. The results suggested that more creative children presented less vulnerability, irritability and psychological distress, eventually becoming more independent, competent and emotionally self-regulated in coping with environmental demands.

Actividades artísticas y creatividad en niños escolarizados argentinos

Creativity; creative thinking; creative personality; artistic education; children. This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).This work intended to assess whether performing artistic activities influence Creativity. To this end, 301 children aged 8-14 years were assessed. Creativity was studied from a multicomponent assessment, by means of diverse techniques (i.e., sociograms, tests and scales) and different informants (i.e., peers, parents and the child himself/herself). The results consistently indicated that children who perform artistic activities obtained higher scores in Creativity assessed by: the creation of drawings (figural test of the Torrance Tests of Creative Thinking), parental assessment and the child’s creative personality self-assessment (Creative personality scale hetero and auto-evaluation version, Garaigordobil, 2004) and peer assessment (Garaigordobil’s Sociogram “Creative peer”, 2004).

Construct Validity and Reliability of a New Spanish Empathy Questionnaire for Children and Early Adolescents

Empathy is a basic socio-emotional process of human development that involves the ability to perceive, share, and understand the emotional states of others. This process is essential to successful social functioning. However, despite its significance, empathy has been difficult to define and measure, particularly when incorporating both its emotional and cognitive aspects. The purpose of this study was to develop an Empathy Questionnaire for children aged 9–12 years based on a model of social cognitive neuroscience and to analyze its construct validity and reliability. This questionnaire aimed to integrate the following aspects: emotional contagion, self-other awareness, perspective-taking, emotional regulation, and empathic action. Three studies were conducted. Study 1 evaluated the discriminative power of the items and studied the underlying structure of the instrument using exploratory factor analysis. In Study 2, confirmatory factor analysis was performed to test the model obtained. Finally, the goal of Study 3 was to analyze the convergent and discriminant validity of the questionnaire and the internal consistency of its dimensions. The final version of the instrument contained 15 items that operationalized the previously listed dimensions. The results of the 3 studies indicated that the questionnaire had good validity and reliability. This study has important implications for research and clinical practice. Given its simplicity and brevity, this new self-report scale may work well as a screening method to evaluate the key psychological issues underlying numerous child behaviors that predict the success or failure of social relationships, individual quality of life, and mental well-being.

Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa

Objective. The present study aimed at assessing the perception of creativity in children, parents and peers, as well as the effect of these perceptions on the child’s creative output in paper-and-pencil activities. Method. The study involved 359 students aged 9-13 years from different schools and colleges of the province of Entre Ríos, Argentina. To know the creative production, children completed the Figural Torrance Test of Creative Thinking (TTCT; Torrance, Ball y Safter, 1992), Form B. To study the valuation of peers, parents and the own child on creativity, the Sociogram “Creative peer” for all children, the Creative Personality Scale (CPS; 2004, in its hetero-evaluation version for parents or guardians) and the Self-evaluation version for children aged 1113 years were administered. Results. The results showed that both parental perception (F (2, 356) = 6.55, p = 0.002) and peers’ evaluation (F (2, 356) = 4.90, p = 0.008) on creativity improve the child’s creative production in paper-and-pencil activities. No significant differences were found in the creative production according to the child’s self-perception of his/her creativity. Conclusion. Data demonstrate the fundamental importance of contextual factors, mainly the perception of parents and peers in the process of the formation of the self, in terms of competencies and skills that are necessary to carry out a creative task.

Promotion of Resiliency in Children in Social Vulnerability: An Approach from Positive Psychology

The present chapter presents the concept of resilience based on individuals’ resources and social vulnerability as a context of risk for child development and especially for brain development. The characteristics of resilient children and the possibilities of generating those resources in children at risk will be analyzed through the revision of two great works on resilience developed in Latin America. On the one hand, the study conducted by the Van Leer Foundation that involved four programs developed in three Andean zones (Chile, Peru and Argentina) and shantytowns in Maranhao, Brazil; and, on the other hand, another study developed with the support of CONICET and the Argentina Ministry of Science, Technology, and Productive Innovation, with children at high risk situations of urban marginality.