Domains of Everyday Creativity and Personal Values
We examined the applicability of the hybrid model of creativity, which specifies distinct domains that all express an underlying general creativity factor, in data from representative samples from Central Russia and the North Caucasus (N = 2,046). Using multigroup confirmatory analysis, Study 1 supported the invariance of a model with the six unifactorial domains (i.e., crafts, visual arts, performance, theater, products for work, and machine graphics) at the first level and a general creativity factor at the second level. Study 2 examined socio-demographic characteristics and 19 basic values that might be associated with creative activity. The more modern Central Russian region scored higher on global creativity and on all 6 domains. Of the 4 higher order values in the Schwartz model, Openness to Change values correlated positively and Conservation values correlated negatively with global creativity and with creativity in most domains. Variation across domains in the specific values that predicted creativity revealed that creativity in each domain had some unique motivators. We draw on culture and social structure to explain differences between regions in the value motivators of creativity
Contents foreword Research on values Chapter 1: Introduction and explanation of the term 'values' Chapter 2: The theory of human values according to Shalom H. Schwartz and its relevance for the study of the development of values in childhood and adolescence Chapter 3: Values and Behaviors The research of value development Chapter 4: How to research values in childhood? A question of diagnostics Chapter 5: How do values evolve? Research designs and results from selected subject areas Chapter 6: Values in the family - conveying values through parenting goals and values Chapter 7: Values development and change of values in children - wishes for research Educational approaches to value formation Chapter 8: Storytelling - Goals and content of a school value building project Chapter 9: Experiencing values - an example of conveying values through experiential project work in the fields of theater and outdoor
The present article is devoted to a comparison of today’s values of Russians with those of people living in the other countries of Europe. Many publications have broadly discussed the question of similarities and differences in the cultural and psychological characteristics of Russians and other Europeans, and these discussions represent part of a broader polemic concerning the paths of Russia’s development. New opportunities to make well-founded comparisons between the populations of Russia and other European countries have emerged because of our country’s participation in the European Social Survey (ESS), a largescale international project in which all of the participants have to work in accordance with strict methodological requirements.1 Russia joined this international project in the third round. Surveys in this round have been carried out in twenty-five European countries; they were launched in September 2006 and completed at the beginning of 2007. In Russia the survey took place in September 2006–January 2007, with 2,437 respondents taking part.
Survey data on comparisons between teachers in Russia and other countries show that the average Russian schoolteacher places a very high value on security and a very low value on the opportunity to enjoy life and have pleasure. Russia's schoolteachers are more often ahead of other Europeans when it comes to the importance of personal success, wealth, and power, as well as obedience and conformity to traditions, and, in contrast, they tend to lag behind when it comes to their adherence to the values of independence, equality, tolerance, helping people around them, and the protection of the environment. The authors see these orientations as cultural barriers to the successful functioning and development of Russian society.
Basic Human Values of the Russian teachers are compared with those of their colleagues from the 27 European countries, using the Schwartz Value Survey data collected in the 1990s. It was found that the average Russian teacher is extremely high in Security and extremely low in Hedonism. In addition the Russian teachers often leave their colleagues behind in the scores on Self-Enhancement (Achievement and Power) and Conformity-Tradition but often hang back in the commitment to Self-Direction and Self-Transcendence (the latter combines the values of Benevolence and Universalism). The coincidence between relative value scores of the Russian teachers and the conclusions drawn from cross-country comparison of the national samples as well as value similarity between Russia and some other countries of similar level of economic and political development are discussed. The paper illustrates the disparity between research results and common ideological stereotypes.
The distractive effects on attentional task performance in different paradigms are analyzed in this paper. I demonstrate how distractors may negatively affect (interference effect), positively (redundancy effect) or neutrally (null effect). Distractor effects described in literature are classified in accordance with their hypothetical source. The general rule of the theory is also introduced. It contains the formal prediction of the particular distractor effect, based on entropy and redundancy measures from the mathematical theory of communication (Shannon, 1948). Single- vs dual-process frameworks are considered for hypothetical mechanisms which underpin the distractor effects. Distractor profiles (DPs) are also introduced for the formalization and simple visualization of experimental data concerning the distractor effects. Typical shapes of DPs and their interpretations are discussed with examples from three frequently cited experiments. Finally, the paper introduces hierarchical hypothesis that states the level-fashion modulating interrelations between distractor effects of different classes.
This article describes the expierence of studying factors influencing the social well-being of educational migrants as mesured by means of a psychological well-being scale (A. Perrudet-Badoux, G.A. Mendelsohn, J.Chiche, 1988) previously adapted for Russian by M.V. Sokolova. A statistical analysis of the scale's reliability is performed. Trends in dynamics of subjective well-being are indentified on the basis the correlations analysis between the condbtbions of adaptation and its success rate, and potential mechanisms for developing subjective well-being among student migrants living in student hostels are described. Particular attention is paid to commuting as a factor of adaptation.