Kompetencje twórcze w dorosłości

Abstract

The present monograph focuses on the factors predicting the development of adult creative competencies. Specifically, it focuses on individual differences in the development of these competencies. A key personal motive for exploring creative competencies was the need to synthesize empirieal data on the mechanisms that guide manifestations of human creative resources at various stages of development. The conceptualizations behind the present research are based on the author's long-term interdisciplinary explorations in the area of personal development, creation, and education. The present research is based on the assumption that creation is inherent to personal development. As such, it discusses and interprets human development from a creational perspective. Creative competencies are presented as a dynamie, descriptive category that is processual and interactive in nature. Creative competencies are a complex phenomenon both on an intrapersonal and interpersonal level. They are manifested through a person's potential for development, adaptation, efficacy, change, and transgression. The psychological dimension of creative competencies has been addressed in literature by the humanistic psychology and the psychology of creation, which includes a theory of everyday creativity as a key resource for human wellbeing. The purpose of the present work was an empirieal exploration of the model of adult creative competencies with a focus on personal development and individual differences (both interpersonal and intrapersonal) in creative resources, transgressions, and life satisfaction. Creation is interactive in nature and is a function of many variables. Subjective creative competence is one of them. A determination of the scope of the creative competencies concept for the purpose of the present work required calling upon such concepts as: creation, creative attitude, creative activity, self-creation, personal creative characteristics, creative resources, and personal competence. The present study obtained support for the main hypothesis, which predicted a relationship between creative competencies and personal creative and transgressive traits moderated by sex and age. It was revealed that personal creative characteristics and personal activation of nonconformity increase the likelihood of transgressive behaviors. Personal nonconformist characteristics most closely related to transgressive behaviors included: dominance, activity, courage, spontaneity, consistency, uniqueness, and self-esteem. The creative attitude correlates with such transgressions as: creative motivation for change, nonconformity, agency, overcoming difficulties, openness, courage to take new actions, innovation, and acceptance of the non-routine. The personal creative characteristics, coupled with apropensity for transgressive behaviors, are key persona l resources for accomplishing goals and life tasks among young people. There is a relationship between the level of creative competence and the evaluations of various aspects of life, as well as the level of personal satisfaction. People with a high level of creative competence, personal creative traits, and transgressive behaviors score higher on the indicators of life satisfaction. Life satisfaction in adults is linked to developmental goal accomplishment. It was determined that life satisfaction is higher in people with high levels of personal creative traits and transgressive behaviors in the areas of helping, supporting, and educating others, as well as professional activity and creation. Personal creative characteristics and transgressive behaviors were linked to individual processes of assigning value and meaning to experiences, as manifested in the projectionresponses. In the process of individual evaluation of personal and sodal experiences, individuals tended to integrate and organize them in a way that suggested a subjective interpretation of the self and the sodal environment. In addition to a theoretical contribution, the goal of the present research was to offer practical applications. The findings of this research can be used in competence-building work. Creative support should focus on developmental competendes, personal, sodal, and professional skills, as well as on developing creative capacities across the age spano Activities supporting creative capadties should focus on various areas of life, specifically, emotional andmotivational aspects of persona lity, both at the intrapersonal and interpersonal level. Creative support should place an emphasis on building knowledge, skills, motivation, an understanding of the need for ongoing personal development, and self-development. The present research supports the notion that people create across the life span but creation at various developmental stages happens through various mechanisms and for diverse reasons. Adulthood is particularly condudve to discovering new possibilities and evolving toward diverse experiences and interpretations. All stages of the present work were guided by the premise that a creative process is one of Ha search for diversity" and Ha diversity of the search". That verypremise guided the choice of the opening quote by Steve Jobs, who stated that in order to experience fulfillment one needs to know that one is doing something well. That is accomplished by loving what one does. This author's long-term research endeavors in the area of human creation reflect a similar passion that will continue to fuel her future research in this field.