Volume 12 - Issue 63
/ March 2023
53
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.63.03.5
How to Cite:
Yan, L. (2023). Peculiarities of the manifestation of psychological barriers in the development of creative abilities in young
teenagers of Ukraine and China. Amazonia Investiga, 12(63), 53-66. https://doi.org/10.34069/AI/2023.63.03.5
Peculiarities of the manifestation of psychological barriers in the
development of creative abilities in young teenagers of Ukraine and
China
Особливості прояву психологічних бар’єрів в розвитку творчих здібностей у
молодших підлітків України та Китаю
Received: January 11, 2023 Accepted: February 28, 2023
Written by:
Liu Yan1
https://orcid.org/0000-0001-8477-3403
https://www.webofscience.com/wos/author/record/HZK-6648-2023
Abstract
Our work is aimed at studying peculiarities of the
manifestation of psychological barriers in the
development of creative abilities in younger
teenagers of Ukraine and China. The object of study
is the mental states and abilities of young
adolescents. The research methods: theoretical –
analysis, generalization and systematization of
theoretical approaches and empirical results;
empirical – observation, conversation, analysis of
activity products, testing and mathematical and
statistical methods. In the scientific literature, it has
long been recognized that the development of
creative abilities has a significant impact on the
formation of a personality, in particular, its
opportunities for self-actualization increase. It is
especially important to develop the creative
abilities of children who are just forming as
individuals. This paper presents the results of its
own research and provides a comparative analysis
of the manifestation of psychological barriers in the
development of creative abilities in young
adolescents of the Ukrainian and Chinese sample
groups made it possible to reveal that the most
evident barriers in the young adolescents of the
Ukrainian sample group are self-doubt, lack of
interest, fear of making a mistake, reluctance to take
risks, and among the young teenage Chinese
sample group – lack of interest, fear of being
unsuccessful at school, reluctance to take risks, and
fear of losing friends. However we can observe that
in both sample groups there are the same barriers,
which are related to the specifics of the
development of children of this age and the leading
activities of children in young adolescence.
1
Graduate student, State institution «South Ukrainian National Pedagogical University named after K.D. Ushynsky», Odessa,
Ukraine.
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Key words: psychological barriers, young
adolescents, creativity, creative abilities, teenagers.
Introduction
The problem of psychological barriers in the
development of creative abilities of an individual
is one of the most relevant in modern
psychology. This especially applies to children of
younger teenage years. Since this age period is
characterized by high sensitivity, both to the
development of creative abilities and to the
emergence of psychological barriers. The
immediate cause of the psychological barrier is
the unfavorable prediction of the child as to the
process or result of performing the desired
action. By its nature, a psychological barrier is a
mental state that impedes the realization of
intention. The development of creativity acts as a
prevention and a means of overcoming
psychological barriers in the creative activity of
younger teenagers. The elimination of the
students' tendency to experience unjustified
psychological barriers promotes their inclusion
in creative activity during which creative abilities
are developed. The unlocking of creative
potential influences the development of the
individual, in particular, increasing his capacity
for self-actualization. The importance of
younger adolescence for the development of
creative abilities is determined by the fact that at
this age at the conscious level manifested the
moral and social attitudes of the individual,
actively formed the identity of the teenager. The
social situation of development in this period
becomes stressful in many ways, which entails
the appearance of psychological barriers, which,
in turn, complicate the formation of the younger
teenager's personality and, in particular, his
creative abilities. The analysis of the above
implies the relevance of determining the
relationship and the specifics of the
manifestation of psychological barriers in the
development of creative abilities of younger
teenagers.
The purpose of the study is to study the
peculiarities of the manifestation of
psychological barriers in the development of
creative abilities in younger teenagers of Ukraine
and China.
The object of research is the mental states and
abilities of younger teenagers, which are a
manifestation of psychological barriers and
hinder the development of creative abilities.
Research methods
A set of methods was used to perform a number
of assigned tasks: theoretical - analysis,
generalization and systematization of theoretical
approaches and empirical results contained in
scientific literary sources; empirical -
observation, conversation, analysis of activity
products; psychodiagnostic testing, during which
the following methods were used: P. Torrens's
method, G. Davis's questionnaire of personality
creativity; a scale of personal anxiety A.M.
Prikhozan, self-assessment of self-confidence,
the author-developed questionnaire for the
diagnosis of psychological barriers in the
development of creative abilities of young
adolescents (A. V. Massanov, Liu Yan).
To process the primary data, we used methods of
mathematical statistics: computing of the
arithmetic mean, correlation analysis (according
to the Spearman’s test). We used the Student's t-
criteria to test the probability of a difference in
mean values across samples. The data processing
procedure was carried out using the SPSS v 13.0
for Windows software package.
Empirical research base. South Ukrainian
National Pedagogical University named after
K.D. Ushinsky, Ukrainian Children's Center
"Moloda Gvardia" (Odesa), primary and
incomplete secondary schools of the People's
Republic of China.
The sample group consisted of 300 young
teenagers aged 10-12, who were divided into two
groups: 150 examinees of the Ukrainian sample
group and 150 examinees of the Chinese sample
group.
The study was conducted in accordance with the
principles of deontology and bioethics.
Literature Review
The conducted theoretical analysis of the
literature made it possible to determine that there
Yan, L. / Volume 12 - Issue 63: 53-66 / March, 2023
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are enough works in psychology in which various
aspects of the problem of psychological barriers
in creative activity were studied, but they are
devoted more to the study of problems in youth
and adulthood. The development of creative
abilities was studied by С.V. Aymedov,
Yu. O. Asieieva, H. Alieksieieva,
N. Kravchenko, L. Horbatiuk, V. Zhyhir,
O. Chernieha, A. Craft, V. Levkovska,
V. Storozh, R. Dunn, A. Harris,
G. D. Chistyakova and others (Aymedov et al.,
2018, Alieksieieva et al., 2020; Asieieva &
Panaiotova, 2019; Bogoyavlenskaya, 2002;
Chistyakova, 1991; Dunne & Wragg, 1994,
Harris, 2016). Issues of the psychology of young
adolescents are considered in the researches of
Yu. O. Asieieva, R. Ewing, R. Gibson,
W. Forrester, A. Hui, So. Kyunghee, Hu. Yaeji
and others (Asieieva & Panaiotova, 2019; Ewing
& Gibson, 2015; Forrester & Hui, 2007;
Kyunghee & Yaeji, 2019). There are studies in
which it is noted that psychological barriers both
negatively and positively affect the development
of an individual and his creative abilities
(G. O. Ball, M. V. Bastun, O. G. Vydra,
N. I. Voloshko, L. M. Hrydkovets,
D. B. Bogoyavlenskaya, Ya. A. Ponomarev,
A. V. Massanov, D. Bar-Tal, E. Halperin,
F. Piske, T. Stoltz, C. Vestena, S. Freitas,
B. Valentim, С. Oliveira, etc.) (Ball et al., 2005;
Bogoyavlenskaya, 2002; Ponomarev, 1976,
Massanov, 2016, Bar-Tal & Halperin, 2014,
Piske et al., 2016).
It was also established that there are
contradictions in the perceptions of the role of the
Examinee's personal characteristics in
overcoming psychological barriers in creative
activity, which are related to determining the
influence of personal characteristics on the
success of overcoming a psychological barrier
(Craft, 2008; Ewing & Gibson, 2015; Aymedov
et al., 2018; Asieieva & Panaiotova, 2019). In
the works of scientists, it was proved that
psychological barriers play a leading role in
personality development. It is precisely the
development of creative thinking that occurs
during the solution of emerging problems that act
as obstacles to achieving the goal (Shakurov,
2001; Bar-Tal & Halperin, 2014; Matyush,
2016). As A. A. Osipova notes, everything that
happens to a person under the influence of a
psychological barrier is experienced by them as a
state of stress, discomfort, tension, which leads
to a deviation from normal functioning.
However, mental development leads to the
restoration of balance and reduction of stress
(Osipova & Prokopenko, 2014). Thus, the
success of creative activity depends on getting rid
of the template in the activity and overcoming the
barrier of stereotypes. But, according to the
research of T.V. Kudryavtsev and
Ya. O. Ponomarev, one of the most important
functions of the barrier is to ensure the stability
of the individual (Kudryavtsev, 1975;
Ponomarev, 1976). In his works,
Ya. O. Ponomarev points out the need to research
ways to overcome psychological barriers, noting
that instead of searching for particular methods
and algorithms that lead to the creation of a new
one, it is necessary to develop a system of
measures designed to prevent errors of inertia,
that prevent its occurrence, and are directed, if it
has already appeared, to the destruction of
standard principles and routine techniques
(Ponomarev, 1976). The success of a creative
solution depends on the ability of a person to get
rid of the template in solving the problem and to
understand that the methods used before are
invalid.
However, it is precisely the problem of
preventing the occurrence and overcoming of
undesirable psychological barriers that is
relevant today, as noted by (V. Ageyev,
T. V. Kudryavtsev, A. A. Matyush,
R. Kh. Shakurov, etc.) (Ageyev, 2012; Matyush,
2016; Kudryavtsev, 1975; Shakurov, 2001).
Therefore, despite the large number of studies on
this issue, the study of psychological barriers in
the development of creative abilities of younger
teenagers remains an understudied aspect and
requires detailing various aspects of this
phenomenon.
Results and discussion
In order to study the peculiarities of the
manifestation of psychological barriers in the
development of creative abilities in young
adolescents of Ukraine and China, we conducted
a comparative analysis of the results according to
the methods of P. Torrens, G. Davis (Shestakova,
2015), Pryhozhan (2002), "Non-existent animal",
the author-developed questionnaire for the study
of psychological barriers in the development of
creative abilities.
Tables 1-2 present the results of the study of the
level of development of creative abilities and
personal characteristics in the young Chinese
sample group.
Based on the data in Table 1, we can say that the
average level of expression of creativity as a
personality quality prevails among young
adolescents aged 10-12 years of the Chinese
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sample group. This testifies to the presence of
creative abilities in the examinees. A more
detailed analysis allows us to determine that
among the 10-year-old examinees of the Chinese
sample group, 8% have a low level of expression
of creativity as a personality quality, 76% of the
examinees have an average level of development
of this criterion, 16% have a high level. Thus, the
most revealed qualities of a creative personality
identified in the 10-year-old Chinese sample
group are a developed sense of beauty, a desire
to experiment, a desire to stand out among others,
not to be altruistic, a desire for group work, self-
sufficiency, a sense of purpose. Acceptance of a
disorder, risk-taking, dissatisfaction with
oneself, and making mistakes turned out to be the
least pronounced qualities.
Table 1.
The level of development of creative abilities of young adolescents from the People's Republic of China
(according to the methods of P. Torrens, G. Davis)
Groups of examinee (N=50)
P.Torrens’s method
G.Devis’s method
Productivity
Constructive
activity
Categorical
flexibility
Visual
creativity
Verbal
originality
mv
X
M
St.of
X
Level
10 years
0.52
1.5
0.60
0.79
1.30
11.72
12
2.72
C
11 years
0.56
1.6
0.62
0.82
1.36
11.46
12
2.51
C
12 years
0.65
1.8
0.65
0.89
1.42
12.12
12
2.66
C
Among the 11-year-old examinees of the
Chinese sample group, 10% had a low level of
expression of creativity as a personality quality,
82% of the examinees had an average level of
expression of the specified criterion, and 8% of
the examinees had a high level of the specified
criterion. A more detailed analysis of the
researched works of the specified group shows
that the most evident characteristics of a creative
personality are altruism, inquisitiveness, a
tendency to individual work, self-sufficiency, a
sense of beauty, a desire to experiment, and a
need for activity. The least expressed qualities of
a creative personality are the following -
acceptance of disorder, risk-taking,
dissatisfaction with oneself, unpopularity, denial
of pressure, business mistakes.
It was established that among the 12-year-old
Chinese sample group, 10% have a low level of
this criterion, 70% of the examinees have an
average level, and 20% of the examinees have a
high level. Characteristics of a creative
personality in 12-year-old examinees of the
Chinese sample group are the desire to stand out,
altruism, inquisitiveness, desire for individual
work, a sense of beauty, the need for activity, as
well as order in affairs, freedom from risk-taking,
self-satisfaction, popularity.
So, we can observe that the level of
expressiveness of creativity as a personality
quality in the studied Chinese sample group
increases during the studied age, and the
characteristics of the creative personality in
young adolescents experience some changes.
Also, statistically significant differences
(according to the Mann-Whitney test, p<0.05)
were found for the criterion of expressiveness of
creativity as a personality quality in young
adolescents of the Chinese sample group,
namely, the level of expressiveness is higher in
12-year-old than in 10-year-old examinees.
The analysis of the results of the study of the
development peculiarities of structural
components of creative abilities in the studied
10-12-year-old Chinese sample group made it
possible to establish (see Table 1) that high
scores were found for markers of constructive
activity (Xmv =1.5, Xmv =1.6, Xmv =1.8) and
verbal originality (Xmv=1.30, Xmv=1.36,
Xmv=1.42), productivity markers were the second
according to the results (Xmv=0.52, Xmv=0.56,
Xmv=0,65) and visual creativity (Xmv=0.79,
Xmv=0.82, Xmv=0.89), the marker of categorical
flexibility is in the last place (Xmv=0.60,
Xmv=0.62, Xmv=0.65). This distribution of
markers is related to the peculiarities of the
school education system in China. As pointed out
by Kyunghee So, Yaeji Hu, Forrester V., Hui A,
changes in school education in the country have
led to the fact that students are trained to answer
specific questions correctly, because
examinations are conducted in the form of tests
(Kyunghee & Yaeji, 2019; Forrester & Hui,
2007). But almost no attention is paid to the
development of the originality of thinking and
creativity. Forrester V., Hui, A. indicate that the
current education system in China is based on
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fear and cramming of material, does not provide
an individual approach and the certification
system evaluates only cognitive skills
(Forrester & Hui, 2007). That is, the education
system is based on mechanical memorization.
However, to date, the M. Montessori system and
the Waldorf education system, which are
currently only used in private schools, are
beginning to be used in education (Liu, 2019).
Also, the obtained results indicate that during the
studied age there is a development of certain
components of creative abilities in the young
adolescents of the Chinese sample group,
especially this jump is observed at the age of 11
and 12 years.
Fig. 1. Generalization of the results of the research on creativity among young adolescents of the Chinese
sample group (according to P. Torrens' method).
According to the generalized data presented in
fig. 1, it can be observed that during the studied
age, the representatives of the Chinese sample
group develop structural markers of creativity.
For confirmation, we used the Mann-Whitney
test. Statistically significant differences were
found between performance markers of young
adolescents aged 10 and 11 (U=1060 at p<0.05),
10 and 12 years old (U=1037 at p<0.05);
constructive activity of young adolescents 10 and
12 years old (U=1130 at p<0.05), visual
creativity of young adolescents 10 and 11 years
old (U=1095 at p<0.05).
The results of the research on the level of anxiety
(according to the method of H. M. Pryhozhan) of
young adolescents of the Chinese sample group
are presented in Table 2.
It was found that among the young adolescents of
age 10 of the Chinese sample group, the scale of
interpersonal anxiety is the most evident (Хmv=6.3),
which has an average level and indicates that they
are characterized by some anxiety in
communicating with their peers. The second marker
according to the results is school anxiety (Xmv=6.1),
that is, anxiety in the studied 10-year-olds is caused
by situations related to school, academic success
and communication with teachers. The third one
according to the results of the 10-year-old
examinees is the marker of self-assessed anxiety
(Xmv=5.7), that is, the least disturbing for the
examinees are situations related to self-image.
Table 2.
Markers of the level of anxiety in young adolescents of the Chinese sample group
(according to the method of H. M. Prihozhan)
Groups of
examenee
School anxiety
Self-esteemed
anxiety
Interpersonal
anxiety
General anxiety
10 years old
6.1
5.7
6.3
6.0
11 years old
5.5
5.8
6.1
5.8
12 years old
5.4
6.2
5.8
5.8
It was found that among the young adolescents
aged 11 of the Chinese sample group, the scale
of interpersonal anxiety is the most evident (Хmv
= 6,1), which indicates the presence of certain
anxiety and fear in communication with peers.
According to the results of the studied 11-year-
olds, the second marker that stands out is self-
assessed anxiety (Хmv=5.8), which generally
indicates the possibility of anxiety in situations
that actualize self-discovery. The third marker of
young adolescents aged 11 is school anxiety
(Xmv=5.5), i.e. the examinees are emotionally
restrained in situations related to school.
The level of anxiety in young teenagers aged 12
in the Chinese sample group was studied and
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
Categorical flexibility Visual creativity
10 years
11 years
12 years
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according to the results it was established that the
self-reported anxiety marker (Xmv=6.2) stands
out first, that is a significantly increased level of
anxiety in situations related to self-discovery.
The second marker of 12-year-old young
Chinese adolescents according to the results is
interpersonal anxiety (Xmv=5.8), i.e., anxiety was
investigated in situations that involve
communication with a large number of people.
The third marker of 12-year-old teenagers
according to the results is school anxiety
(Xmv=5,4), which is the most evident in situations
related to the performance of tests and receiving
grades for them.
A comparative analysis of the results of the
research on the levels of anxiety in young
adolescents aged 10-12 years of the Chinese
sample group (see Table 2.) allows us to reveal
that during the studied age there are changes in
the predominance of one or another type of
anxiety, namely in young adolescents aged 10
and 11 the most evident is interpersonal anxiety,
and self-esteem anxiety is the most evident in 12-
year-old examinees. However, school anxiety is
the least evident for young adolescents aged 11
and 12, and self-esteem anxiety for 10-year-old
examinees. As the scientists explain, this is due
to the special social situation of the development
of Chinese young teenagers, as well as socio-
economic and psychological reasons. Also,
So. Kyunghee, Hu. Yaeji, V. Forrester, A. Hui
indicate that Chinese schoolchildren are
constantly under stress, which is related to the
constant testing system at school (Kyunghee &
Yaeji, 2019, Forrester & Hui, 2007)
The results obtained by the "Non-existent
animal" method in the young 10-year-old
Chinese sample group allow us to say that the
most evident is the marker of experiencing fear
(60%). The second marker is fear and anxiety
(20%), and the least expressed in the studied
group of 10-year-old teenagers are such markers
as the ease of occurrence of apprehensions and
fears (17%) and severe anxiety (16%). It was also
found that among the studied 10-year-olds, 65%
of the examinees are not confident in themselves,
have low self-esteem, are indecisive, are not
interested in their social position, they have no
tendency to self-affirmation, and 30% of the
Examinees have markers of a constant tendency
to activity. 25% of the studied 10-year-old
Chinese sample group are dissatisfied with
themselves and depressed, have feelings of
remorse; creative abilities were found in only
25% of the examinees.
Among the young 11-year-olds teenagers of the
Chinese sample group, the most evident marker
is experiencing fear (60%). The marker of the
ease of apprehension and fear (20%) is the
second most evident one, and the marker of fear
and anxiety (18%) is the third one. The results for
the marker of acute anxiety are slightly lower
(18%). Feelings of anxiety and fear of aggression
from others were also found in 37% of the
examinees; 29% of the researched are
characterized by conformity of judgments and
attitudes in decision-making, stationarity,
banality; 25% of the respondents are dissatisfied
with themselves and depressed, have feelings of
remorse; creative abilities were found in only
27% of the examinees.
In the works of young 12-year-old adolescents
from the Chinese sample group, the marker of
experiencing fear prevails (57%). The markers of
ease of apprehension and fear (22%) and fear and
anxiety (19%) are second ones in terms of results.
Less evident in the works of 12-year-old
teenagers is the marker of acute anxiety (16%).
It was also established that 20% of the examinees
show mistrust and verbal aggression; creative
possibilities were found in 30% of the
examinees.
The analysis of the results of the author-
developed questionnaire for the study of
psychological barriers in the development of
creative abilities in young adolescents
(A. V. Massanov, Liu Yan) (Liu, 2019) of a 10-
12-year-old Chinese sample group revealed that
among the studied 10-year-olds, 90% of
teenagers attend after-school activities and clubs,
10% of respondents do not go to clubs of interests
after school; among the studied 11-year-olds,
95% of the teenagers are involved in clubs and
activities after school, 5% of teenagers do not
attend any after-school clubs, among the studied
12-year-olds, 13% of teenagers do not attend
after-school clubs and are not engaged into after-
school activities, and 87% of teenagers attend
clubs.
Studying in detail the results according to the
specified method in each age group, we found out
that if the 10-year-old young teenagers of the
Chinese sample group do not attend after-school
clubs, it will be due to the fact that they do not
want to go anywhere, they only want to study
(30%), think that school is more interesting and
you can study only at school (20%), in other
places besides school they feel threatened and do
not go to clubs (25%), there are many friends at
school (20%). However, among the respondents
who do not attend creative clubs and activities,
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dancing, ping-pong, basketball, football, singing
and drawing were singled out among the best
after-school clubs where they would go. It was
also established that among the most popular
sections and groups among 10-year-olds are
ping-pong, dancing, drawing, singing and
physical education, playing a Chinese musical
instrument. In 40% of the studied 10-year-olds,
the desired after-school clubs differ from the
ones they attend.
The results of the questionnaire on psychological
barriers in the development of creative abilities
of 11-year-olds of the Chinese sample group
made it possible to establish that, if they did not
attend clubs, what is the reason for this - they
explain it by the fact that they "don't know"
(15%), "I don't want to study, but I want to go
out" (20%), "I need to study" (15%), "I can spend
more time with friends" (55%). It was found that
among the most popular clubs and groups among
11-year-olds are calligraphy, dancing, football,
playing the piano, drawing, chess, and English.
However, most of the studied 11-year-olds would
like to change their club to another one, among
which they single out dancing, piano, playing the
guitar, tourism, playing a Chinese musical
instrument, and playing the swirel.
In the works of 12-year-olds of the Chinese
sample group, it is determined what is associated
with not attending clubs - "I have many friends
and I want to communicate with them more"
(30%), "lessons are the most important" (15%),
"I want to study more at school" (15%). So,
among the most popular clubs and activities
attended by 12-year-olds are the museum,
summer camp, swimming, literature, drumming,
chess, and playing basketball. However, the
studied 12-year-olds have practically no desire to
change the club to another one.
We can observe that during the studied age, the
younger teenagers of the Chinese sample group
have a change in the choice of after-school clubs,
as well as a desire not to go to after-school clubs
at all, but to rest and communicate with their
peers. Such results are explained by the
peculiarities of schooling. After all, children are
at school from eight in the morning until three or
four in the evening, and after school they return
home and do numerous homework. On
weekends, schoolchildren mostly visit tutors, and
also attend music school, art school and sports
sections. But they do all this under the pressure
of their parents, who teach them that they will not
be able to enter the university without passing
school exams, forgetting that success in life
depends on other social skills.
We also studied the specifics of the relationship
between markers of creative abilities and
psychological barriers, personality traits on
which these barriers are based, among young
teenagers of the Chinese sample group (see
Tables 3-5).
According to the data in Table 3, it can be seen
that there is a strong relationship between the
performance marker before making visual
hypotheses and general anxiety (r=0.29, p<0.05);
between the marker of creative environment and
productivity (r=0.33, p<0.05), constructive
activity (r=0.38, p<0.05), that is, we can say that
in the presence of a creative environment and a
moderate level of anxiety the level of structural
components of creative abilities in the examinees
will increase.
Table 3.
Indicators of correlations between creative abilities and personal characteristics in young 10-year-old
adolescents of the Chinese sample group (according to the methods of P. Torrens, G. Davis and the methods
of H. M. Pryhozhan, psychological barriers)
Indicators of the
motivational
sphere
Criteria according to the P. Torrens’s method
G.Devis’ s
method
Productivity
Constructive
activity
Categorical
flexibility
Visual
creativity
Verbal
originality
r1
-0.32*
0.13
0.07
-0.19
0.27
-0.34*
r2
0.18
0.10
0.11
0.04
0.12
0.11
r3
-0.31*
-0.09
0.01
-0.12
-0.06
-0.32*
r4
0.29*
0.18
0.16
0.15
0.18
-0.37*
r5
0.33*
0.38*
0.20
0.24
0.13
0.29
r6
-0.34*
-0.31*
-0.16
-0.30*
0.09
-0.35*
Note: * – statistically significant differences at p<0.05; ** – statistically significant differences at p<0.01;
r1 – school anxiety; r2 – self-assessed anxiety; r3 – interpersonal anxiety; r4 – general anxiety; r5 –
creative environment; r6 - is an indicator of psychological barriers.
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A significant inverse relationship was found
between markers of school anxiety and
productivity (r=-0.32, p<0.05), creativity as a
personality quality (r=-0.34, p<0.05); between
interpersonal anxiety and productivity (r=-0.31,
p<0.05), creativity as a personality quality
(r=-0.32, p<0.05); between general anxiety and
creativity as a personality quality (r=-0.37,
p<0.05); between the markers of psychological
barriers and visual creativity (r=-0.30, p<0.05),
productivity (r=-0.34, p<0.05), constructive
activity (r=-0.31, р<0.05), creativity as a
personality quality (r=-0.35, р<0.05), the
specified personal characteristics negatively
affect the development of structural components
of creative abilities and creativity in the 10-year-
old Chinese sample group examinees.
Table 4 presents the results of the study of the
relationships between the structural components
of creative abilities and personal characteristics
in the works of young 11-year-old teenagers of
the Chinese sample group.
Table 4.
Indicators of correlations between creative abilities and personal characteristics in young 11-years-old
adolescents of the Chinese sample group (according to the methods of P. Torrens, G. Davis and the methods
of H. M. Pryhozhan, psychological barriers)
Indicators of the
motivational
sphere
Criteria according to the P. Torrens’s method
G.Devis’ s
method
Productivity
Constructive
activity
Categorical
flexibility
Visual
creativity
Verbal
originality
r1
-0,34*
-0,15
0,18
-0,37*
-0,22
-0,39*
r2
-0,14
-0,15
-0,03
-0,13
-0,10
-0,07
r3
-0,33*
-0,10
-0,05
-0,38*
-0,32*
-0,41*
r4
0,09
0,07
0,24
0,05
-0,13
0,10
r5
0,35*
0,31*
0,27
0,36*
0,22
0,20
r6
-0,39*
-0,29*
-0,27
-0,34*
-0,28*
-0,42**
Note: * – statistically significant differences at p<0.05; ** – statistically significant differences at p<0.01;
r1 – school anxiety; r2 – self-assessed anxiety; r3 – interpersonal anxiety; r4 – general anxiety; r5 – creative
environment; r6 – is indicator of psychological barriers.
Interrelationships were revealed in the works of
young teenagers aged 11 of the Chinese sample
group between markers of the creative
environment and productivity (r=0.35, p<0.01),
visual creativity (r=0.36, p<0.05), constructive
activity (r=0.31, p<0.05), which indicates the
dependence of the level of development of
markers of creative abilities on the environment
in which a teenager develops.
Strong inverse relationships were found in the
works of 11-year-old Chinese teenagers between
markers of school anxiety and productivity
(r=-0.34, p<0.05), visual creativity (r=-0.37,
p<0.05 ), creativity as a personality quality;
between interpersonal anxiety and productivity
(r=-0.33, p<0.05), visual creativity (r=-0.38,
p<0.05), verbal originality (r=-0.32, p<0 .05),
creativity as a personality quality (r=-0.41,
p<0.05); between psychological barriers and
productivity (r=-0.39, p<0.05), visual creativity
(r=-0.34, p<0.05), verbal originality (r=-0.28, p
<0.05), constructive activity (r=-0.29, p<0.05),
creativity as a personality quality (r=-0.42,
p<0.05), that is, the level of development of
structural components of creative abilities will
decrease with an increase in the number of
psychological barriers and the level of anxiety in
the studied 11-year-olds.
A strong relationship was found in the works of
younger adolescents aged 12 years of the Chinese
sample (see Table 5) between markers of the
creative environment and productivity (r=0.32,
p<0.05), visual creativity (r=0.36, p<0.05),
constructive activity (r=0.30, р<0.05), creativity
as a personality quality (r=0.31, р<0.05), that is,
a creative environment promotes the
development of creative abilities of the studied
12-year-olds.
An inverse strong relationship was found
between markers of school anxiety and
constructive activity (r=-0.29, p<0.05), visual
creativity (r=-0.36, p<0.05), verbal originality
(r= -0.30, p<0.05); between interpersonal
anxiety and productivity (r=-0.35, p<0.05),
visual creativity (r=-0.29, p<0.05), categorical
flexibility (r=-0.37, p<0.05), creativity as a
personality quality (r=-0.30, p<0.05); between
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the level of psychological barriers and
productivity (r=-0.35, p<0.05), visual creativity
(r=-0.32, p<0.05), verbal originality (r=-0.30,
p<0.05), creativity as a personality quality
(r=-0.39, p<0.05), between self-rated anxiety and
productivity (r=-0.29, p<0.05), visual creativity
(r=-0.34, p<0.05), verbal originality (r=-0.30,
p<0.05), creativity as a personality quality
(r=-0.37, p<0.05), i.e. the level of development
of creative abilities will decrease with an increase
in the level of psychological barriers and the
level of anxiety in the studied 12-year-olds.
Table 5.
Indicators of correlations between creative abilities and personal characteristics in young adolescents 12
years old of the Chinese sample (according to the methods of P. Torrens, G. Davis and the methods of
H. M. Pryhozhan, psychological barriers)
Indicator of the
motivational
sphere
Criteria according to the P.Torrens’s method
G.Devis’ s
method
Productivity
Constructive
activity
Categorical
flexibility
Visual
creativity
Verbal
originality
r1
-0,07
-0,29*
-0,12
-0,36*
-0,30*
0,11
r2
-0,29*
-0,12
-0,03
-0,34*
-0,30*
-0,37*
r3
-0,35*
0,13
-0,37*
-0,29*
-0,17
-0,30*
r4
0,05
-0,09
-0,12
0,10
-0,11
-0,16
r5
0,32*
0,30*
0,27
0,36*
0,20
0,31*
r6
-0,35*
-0,14
0,10
-0,32*
-0,30*
-0,39*
Note: * – statistically significant differences at p<0.05; ** – statistically significant differences at p<0.01;
r1 – school anxiety; r2 – self-assessed anxiety; r3 – interpersonal anxiety; r4 – general anxiety; r5 – creative
environment; r6 – is indicator of psychological barriers.
A comparative analysis of the results of the study
of the level of development of the structural
components of creative abilities in young
adolescents of the Ukrainian and Chinese sample
groups was conducted (see Table 6 and Figs. 2,
3).
According to the summarized data due to the
methods of P. Torrens and G. Davis, which are
presented in Table 6, we can observe that the
level of development of creativity as a quality of
personality is higher in the representatives of the
Chinese sample group compared to the
representatives of the Ukrainian sample group,
which is confirmed by the presence of
statistically significant differences in the scores
for marker in the studied Chinese and Ukrainian
groups of 10, 11, 12 years old (U=997, U=956,
U=923 at p<0.05).
Table 6.
Comparative analysis of the results according to the methods of P. Torrens and G. Davis in young
adolescents of the Ukrainian and Chinese sample groups
Criteria
Sample groups
10 years old
11 years old
12 years old
USG
CSG
U
USG
CSG
U
USG
CSG
U
Productivity
0.57
0.52
890
0.65
0.56
967*
0.71
0.65
814
Constructive activity
1.65
1.5
1001
1.87
1.6
1002
2.0
1.8
902
Categorical flexibility
0.45
0.6
805
0.35
0.62
937*
0.35
0.65
942*
Visual creativity
0.71
0.79
1028*
0.76
0.82
997*
0.86
0.89
1004*
Verbal originality
1.02
1.30
1036*
1.47
1.36
938*
1.48
1.42
822
Creativity
10.52
11.72
997*
10.6
11.46
956*
11.2
12.12
923*
Note: USG – Ukrainian sample group, CSG – Chinese sample group.
The analysis of the results of the research on the
level of development of the structural
components of creative abilities according to P.
Torrens's method made it possible to establish
that in the works of the studied 10 years
differences in the levels of development of such
structural components of creative abilities as
productivity (Хmv=0.57 and Хmv=0.52),
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constructive activity (Xmv=1.65 and Xmv=1.5),
i.e. the level of development of the indicated
markers is higher among representatives of the
Ukrainian sample group. But, according to such
markers as categorical flexibility (Xmv=0.45 and
Xmv=0.6), visual creativity (Xmv=0.71 and
Xmv=0.79), verbal originality (Xmv=1.02 and
Xmv=1.30) the level of development is higher in
representatives of the Chinese sample group
compared to the Ukrainian one. Also, we found
statistically significant differences in the scores
for markers of visual creativity and verbal
originality among the studied Chinese and
Ukrainian groups of 10-year-old teenagers
(U=1028, U=1036 at p<0.05), that is, the level of
development of the specified markers is higher
among the representatives of the Chinese sample
group.
The results obtained in the works of younger
teenagers aged 11 of two sample groups show
that the level of development of such markers of
creative abilities as productivity, constructive
activity and verbal originality is higher in
younger teenagers of the Ukrainian sample group
compared to representatives of the Chinese one
(Xmv=0.65 and Xmv=0.56; Хmv=1.87 and
Хmv=1.6; Хmv=1.47 and Хmv=1.36). But the level
of development of such components as
categorical flexibility and visual creativity is
higher in examinees of the Chinese sample group
compared to young adolescents of the Ukrainian
one (Хmv=0.35 and Xmv=0.62; Хmv=0.76 and
Хmv=0.82). Also, the obtained results are
confirmed by the presence of statistically
significant differences in the works of the studied
Chinese and Ukrainian sample groups according
to the markers of productivity (U=967, at
p<0.05), categorical flexibility (U=937, at
p<0.05), visual creativity (U=997, at p<0.05) and
verbal originality (U=938, at p<0.05).
Note: USG – Ukrainian sample group, CSG – Chinese sample group.
Fig. 2. Comparative analysis of the level of creativity as a personality quality among young adolescents of
the Ukrainian and Chinese sample groups (according to the method of G. Davis).
A comparative analysis of the results of the
research on the level of development of the
structural components of creative abilities among
12-year-old teenagers made it possible to
establish that differences in the levels of
development of such structural components of
creative abilities as productivity (Хmv=0.71 and
Хmv=0.65), constructive activity (Хmv=2.0 and
Хmv=1.8), verbal originality (Хmv=1.48 and
Хmv=1.42), i.e. the level of development of the
indicated criteria is higher among representatives
of the Ukrainian sample group. However,
according to such markers as categorical
flexibility (Xmv=0.35 and Xmv=0.65), visual
creativity (Xmv=0.86 and Xmv=0.89), the level of
development is higher among representatives of
the Chinese sample group compared to the
Ukrainian one. Also, we found statistically
significant differences in the evaluations of
markers of visual creativity and categorical
flexibility in the investigated Chinese and
Ukrainian groups of 12 years old (U=1004,
U=942 at p<0.05), i.e., the level of development
of these criterions is higher in representatives of
the Chinese sample group.
9,5
10
10,5
11
11,5
12
12,5
10 years old 11 years old 12 years old
USG CSG
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Note: USG – Ukrainian sample group, CSG – Chinese sample group.
Fig. 3. Comparative analysis of the level of development of structural components of creativity in young
adolescents of the Ukrainian and Chinese sample groups (according to the method of P. Torrens).
According to the comparative analysis of the
level of development of the structural
components of creativity in young adolescents of
the Ukrainian and Chinese sample groups
(according to P. Torrens's method), which are
presented in fig. 3, we can observe that during the
studied age, the young 10-12-year-old teenagers
of the Ukrainian sample group have a higher
level of development of such structural
components of creative abilities as productivity,
constructive activity and verbal originality in
comparison with the results of the studied
Chinese ones. However, the level of
development of such structural components as
visual creativity and categorical flexibility is
higher in the studied Chinese sample group of
10-12 years old.
The peculiarities of the manifestation of anxiety
in young adolescents aged 10-12 years of
Ukrainian and Chinese samples were clarified
(see Table 7 and Fig. 4). It was established that
the level of school anxiety among young
adolescents of the Ukrainian sample group is
lower than that of the representatives of the
Chinese one (10-year-old Hmv=4,12 and
Hmv=6,1, 11-year-olds – Hmv=4,84 and
Hmv=5,5, 12-year-olds – Hmv=4,56 and
Hmv=5,4). Differences in the level of
manifestation of self-evaluative and
interpersonal anxiety among the representatives
of the two samples were also found, namely, the
level of the indicated types of anxiety is higher
among the representatives of the Chinese sample
group.
Table 7.
Comparative analysis of the results of studying the level of anxiety according to the method of
H. M. Pryhozhan in young adolescents of Ukrainian and Chinese sample groups
Sample
groups
School anxiety
Self-esteemed anxiety
Interpersonal anxiety
General anxiety
USG
CSG
U
USG
CSG
U
USG
CSG
U
USG
CSG
U
10 years old
4.12
6.1
993*
5.04
5.7
756
4.84
6.3
1089*
4.8
6.0
765
11 years old
4.84
5.5
1201*
5.52
5.8
810
5.51
6.1
1125*
5.68
5.8
901
12 years old
4.56
5.4
1095*
4.56
6.2
853
3.6
5.8
1020*
3.64
5.8
807
Note: USG - Ukrainian sample group; CSG - Chinese sample group.
A comparative analysis of the results of the study
of the level of anxiety in the examinees allowed
us to establish that self-esteem anxiety is the
most evident in the young adolescents ages 10 of
the Ukrainian sample group, and it is the least
evident in the young adolescents aged 10 of the
Chinese sample group. However, in the 10-year-
old examinees of the Chinese sample group,
interpersonal anxiety is the most evident. In the
works of 11-year-old examinees, it was found
that self-esteem anxiety is the most evident in the
representatives of the Ukrainian sample group,
and interpersonal anxiety is the most evident in
the representatives of the Chinese one. School
anxiety is the least evident among representatives
of both sample groups.
0
0,5
1
1,5
2
2,5
USG CSG USG CSG USG CSG
10 years old 11 years old 12 years old
Productivity Constructive activity Categorical flexibility Visual creativity Verbal originality
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The results of the analysis of the works of the
young 12-year-olds of the two sample groups
show that self-esteem anxiety is the most evident
in them, but the results differ in the least evident
type of anxiety: in the Ukrainian sample group -
interpersonal anxiety, in the Chinese one - school
anxiety.
Note: USG - Ukrainian sample group; CSG - Chinese sample group.
Fig. 4. Comparative analysis of levels of anxiety exposure in young adolescents of Ukrainian and Chinese
samples groups
According to the comparative analysis of the
level of manifestation of types of anxiety in
young adolescents of the Ukrainian and Chinese
sample groups (Fig. 4), it can be observed that
there are significant differences in the
manifestation of anxiety in representatives of the
Ukrainian and Chinese sample groups. Namely,
in young adolescents of the Ukrainian sample
group, self-esteem anxiety is the most evident,
and interpersonal anxiety is the least evident. On
the contrary, in the teenagers of the Chinese
sample group, interpersonal anxiety is the most
evident, and self-esteem anxiety is the least
evident. Also, statistically significant differences
were found in the works of the studied Chinese
and Ukrainian sample groups in the evaluations
of interpersonal anxiety (U=1089, U=1125,
U=1020, at p<0.05), school anxiety (U=993,
U=1201, U=1095 at p<0.05). This indicates that
the level of interpersonal and school anxiety is
higher in the studied Chinese sample group
compared to the Ukrainian one. This can be
explained by the peculiarities of schooling in the
countries. Chinese children study for more than
10 hours a day and have little time to
communicate with their peers, which leads to
misunderstandings between them.
The peculiarities of the manifestation of
psychological barriers in the development of
creative abilities of young Ukrainian and Chinese
adolescents were studied. Thus, it was found that
the most evident barriers in the young
adolescents of the Ukrainian group are self-
doubt, limited opportunities, lack of curiosity,
fear of making a mistake, reluctance to take risks,
and in the young adolescents of the Chinese
sample group, the most evident are lack of
curiosity, fear of bad study at school, reluctance
to take risks, fear of losing friends, limited
opportunities. But we can observe that there are
the same barriers in both samples, which is
related to the specifics of development at a given
age and leading activities.
Conclusions
Having studied the peculiarities of the
manifestation of psychological barriers in the
development of creative abilities of young
adolescents of Ukraine and China, having
conducted an analysis of theoretical scientific
data on selected issues, we can say that when
developing a program to work with
psychological barriers in the development of
creative abilities of young adolescents it is
necessary to take into account the following
classification of them:
1. Barriers related to acquired experience
(narrowness of the world picture);
2. Individual creative barriers (level of
intelligence, development of critical
thinking, low ability to self-regulate,
inadequate self-esteem, general passivity);
3. Psychological barriers in creative activity
(anxiety, fears, doubts, uncertainty, surprise,
etc.).
0
1
2
3
4
5
6
7
USG CSG USG CSG USG CSG USG CSG
School anxiety Self-esteemed anxiety Interpersonal anxiety General anxiety
10 years old 11 years old 12 years old
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When working with psychological barriers of
teenagers, scientists single out the following
most effective methods and directions:
psychocorrection; social and psychological
training; game activity (play therapy,
communicative, role-playing, simulation
games); communicative activity; collective
creative activity.
The main tasks of the corrective program to work
with psychological barriers in the development
of creative abilities of young adolescents should
be work with: emotional barriers in creativity
(reducing the level of anxiety and fear, increasing
self-esteem and developing self-confidence,
working with doubts); creative barriers
(development of creative thinking, development
of adequate self-esteem, increased sense of
responsibility); conditions for the development
of the personal and intellectual potential of a
young adolescent.
Taking into account the system of psychological
and pedagogical support of teenagers in a
recreational institution, the directions of activity
of the facilitators, who also create conditions for
the development of the creative abilities of the
recreationists, should be taken into account. Such
conditions include visits by teenagers to creative
after-school clubs, competitions, various games,
participation in concerts, debates.
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