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Correlation between the Need for Cognitive Closure and Narrative Creativity in Secondary Education
José Luis Ortega-Martín1, Tatjana Portnova1, Félix Zurita-Ortega2
1Department of Didactics of Language and Literature, University of Granada, 18071 Granada, Spain.
Summary
Adolescent creativity is negatively correlated with the need for cognitive closure. Students with higher creativity and lower need for closure achieved better academic results, suggesting a link between these traits and educational outcomes.
Area of Science:
- Psychology
- Educational Psychology
- Adolescent Development
Background:
- The study investigates the relationship between the need for cognitive closure and narrative creativity in adolescents.
- Previous research has not fully explored the interplay between these two constructs in this demographic.
Purpose of the Study:
- To analyze the need for cognitive closure and narrative creativity in adolescents.
- To demonstrate a strong relationship between narrative creativity and the need for cognitive closure.
- To explore potential relationships between students' truthfulness (lie scale group) and demographic/psychological variables.
Main Methods:
- Utilized the Need for Closure Scale and the Test of Creative Imagination for Young People (PIC-J).
- Sample comprised 117 third-year secondary education students (aged 14-16) studying English as a foreign language.
- Employed a lie scale to identify potential response biases and analyzed variables including gender, school type, and group condition.
Main Results:
- A negative correlation was found between narrative creativity and the need for cognitive closure.
- The need for cognitive closure was primarily associated with the dimensions of order and predictability.
- Male students and students in rural schools showed a higher tendency towards less truthful responses (lie scale group).
Conclusions:
- Students with higher creativity (non-lie scale group) exhibited better academic performance than those in the lie scale group.
- The findings suggest that a lower need for cognitive closure may be associated with greater creativity and improved academic outcomes in adolescents.
- Gender and school type may influence response validity and the manifestation of cognitive closure and creativity.
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