The Creative Personality

Previous studies have suggested that teacher’s personality traits and pedagogy are the important areas of investigation in creativity research; however, little is known about the relationship between teachers’ personality traits and creativity-fostering pedagogy. This study proposed a model describing 3 types of perceived personality traits that contribute to teachers’ support of important creativity-fostering pedagogy. The model was tested on a sample of 875 Chinese early childhood teachers. This study first established factorial validity of the measurement scales, the Creative Personality Questionnaire (CPQ) and the Early Childhood Creative Pedagogy Questionnaire (ECCPQ). Confirmatory factor analysis supported the 4-factor structure of the ECCPQ, but failed to replicate the 5-factor structure of the CPQ. An alternative 3-factor model was obtained as a personality measure. The results of multiple regression and structural equation modeling analysis showed that the proposed model was partially supported by the data. Although cognitive abilities factor of creative personality, as expected, was the strongest predictor of self-reported important creative pedagogy, surprisingly openness did not explain unique variance in any of the creative pedagogy factors. One distinct path tapped a relation between the discipline personality traits and teacher-oriented pedagogy was identified, which was seldom addressed in Western creativity research. It may reflect a cultural-specific indigenous variations.

THE WAY of thinking about creativity which is characteristic of contemporary psychological and educational theory has been marked by a move away from an emphasis on the production of valuable products and has stressed, instead, the creative process and also the creative person. This rejection of the connection between creativity and the production of valuable products is due, in part, to the notion that there are no criteria for determining which products are, in fact, valuable. Furthermore, there is an assumption implicit in this view that there is a distinctive creative process and that this process differs radically from ordinary, logical thinking. While the latter is seen to be methodical, convergent, rule-bound and highly judgmental, the former is viewed as divergent, spontaneous, and generative, involving the suspension of judgment, leaps of imagination, rule-breaking and irrational processes. A corollary of this view is that some individuals are better able to engage in this process than others because of their cognitive and personality traits, and so creativity is viewed as a quality possessed by a person regardless of whether the person actually creates anything.

The paper deals with the issue of creativity and creative personality. We are specifically focused on creative personality, its traits as a predictor of creativity. We research into the connection between the extent of creativity and the personal traits of an individual.

Creative self-concept, intimately intertwined with the personality traits and plays a pivotal role in shaping individuals’ behavioral tendencies. Personality traits are largely responsible to influence how people perceive and navigate their creative abilities and self-expression. Moreover, attitudes towards emotions are another key facet of one’s psychological landscape, impacting their inclination to perceive, process, and manage emotional experiences. Keeping this view, the present research attempts to explore the interconnectedness of creative self-concept, personality traits, and attitudes towards emotions among young adults, as well as focuses on exploring the predictors of creative self concept. For this purpose participants consisted of 200 young adults with a mean age of 21.20 years. Statistical outcomes revealed that creative self concept is a significant positive correlate of openness, conscientiousness, extraversion, agreeableness, attitude towards sadness, and attitude towards fear. Additionally, stepwise multiple regression analysis confirmed that openness (R2 = 27%), neuroticism (R2 = 2%) and attitude towards sadness (R2 = 2%) emerged as the significant predictors of creative self concept. Findings from the current research concludes that for young adults to have self-perception in the realm of creativity, personality traits and attitude towards emotions are significant contributing factors. By recognizing and employing these connections, individuals, educators, counselors, and practitioners can contribute to the cultivation of creativity and personal development.

Immunologists use psychological and cognitive terms to describe and explain the behavior of our immune system. Do they use them metaphorically or literally? In this paper I show that on the grounds of some psychophysical assumptions, the uniqueness of each person (or self) as an individual organism necessarily corresponds to the singularity of each person as a psychological subject. On the basis of these assumptions, immunologists, irrespective of their various conceptual frames, are entitled to ascribe psychological and cognitive traits to our immune system and its behavior. Immunologists are allowed to do so because each immune system of any higher, unique individual organism corresponds to psychological traits, which are ascribable only to persons, each of whom is a singular being. This correspondence is necessarily compatible with the psychophysical unity or inseparability. Furthermore, the psychological or cognitive traits pertain to the immune system require no consciousness. In the case of artificial immune systems, in contrast, the application of psychological or cognitive terms is only metaphorical, for each such system is not unique but it is duplicable or replicable. Only the immune system of unique individual organisms that as psychological subjects are singular beings—i.e. persons—can be subject, literally or non-metaphorically, to psychological and cognitive terms.

Genome-wide polygenic scores (GPS) can be used to predict individual genetic risk and resilience. For example, a GPS for years of education (EduYears) explains substantial variance in cognitive traits such as general cognitive ability and educational achievement. Personality traits are also known to contribute to individual differences in educational achievement. However, the association between EduYears GPS and personality traits remains largely unexplored. Here, we test the relation between GPS for EduYears, neuroticism, and well-being, and 6 personality and motivation domains: Academic Motivation, Extraversion, Openness, Conscientiousness, Neuroticism, and Agreeableness. The sample was drawn from a U.K.-representative sample of up to 8,322 individuals assessed at age 16. We find that EduYears GPS was positively associated with Openness, Conscientiousness, Agreeableness, and Academic Motivation, predicting between 0.6% and 3% of the variance. In addition, we find that EduYears GPS explains between 8% and 16% of the association between personality domains and educational achievement at the end of compulsory education. In contrast, both the neuroticism and well-being GPS significantly accounted for between 0.3% and 0.7% of the variance in a subset of personality domains. Furthermore, they did not significantly account for any of the covariance between the personality domains and achievement, with the exception of the neuroticism GPS explaining 5% of the covariance between Neuroticism and achievement. These results demonstrate that the genetic effects of educational attainment relate to personality traits, highlighting the multifaceted nature of EduYears GPS. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Dogs display temperamental and behavioral variation between individuals, just as psychiatric, temperamental, and cognitive traits vary in humans. In both species, these traits are highly heritable, yet causal genes remain incompletely understood. We performed 14 genome-wide association studies (GWAS) for behavioral traits quantified using the Canine Behavioral Assessment and Research Questionnaire (C-BARQ) in ~1,000 golden retrievers, identifying 12 genome-wide significant loci (P < 2.97 × 10-6) for 8 traits and 9 additional loci exceeding a suggestive threshold (P < 1 × 10-5). A human phenome-wide association study (PheWAS) showed that most of the 18 canine positional candidate genes identified were associated with one or more of 190 psychiatric, temperamental, or cognitive traits in humans (7/12 genes at genome-wide loci and 5/9 at suggestive loci). For example, a genome-wide significant locus near PTPN1 (dog-directed aggression) overlapped with human measures of Intelligence, Educational attainment, and major depressive disorder. The gene ROMO1 was within a genome-wide significant locus for trainability in dogs and associated with intelligence, depression, irritability, and sensitivity/hurt feelings in humans. Other genes located at genome-wide significant loci associated with behavioral, psychiatric, temperamental, or cognitive traits in both species included PRDX1(dog-directed fear), VWA8 (touch sensitivity), ITPR2, and ADGRL2/LPHN2 (trainability), and ADD2 (stranger-directed fear). From suggestive loci we also found cross-species associations for HUNK, and ZC3H12C, (dog-directed fear), SLC35F6 and IGSF11 (separation-related problems). These results suggest that shared genetic and molecular mechanisms underlie complex behavioral and temperamental states across species and may inform our understanding of emotional states driving undesirable behaviors in dogs.

Personality and cognitive function are heritable mental traits whose genetic foundations may be distributed across interconnected brain functions. Previous studies have typically treated these complex mental traits as distinct constructs. We applied the 'pleiotropy-informed' multivariate omnibus statistical test to genome-wide association studies of 35 measures of neuroticism and cognitive function from the UK Biobank (n = 336,993). We identified 431 significantly associated genetic loci with evidence of abundant shared genetic associations, across personality and cognitive function domains. Functional characterization implicated genes with significant tissue-specific expression in all tested brain tissues and brain-specific gene sets. We conditioned independent genome-wide association studies of the Big 5 personality traits and cognitive function on our multivariate findings, boosting genetic discovery in other personality traits and improving polygenic prediction. These findings advance our understanding of the polygenic architecture of these complex mental traits, indicating a prominence of pleiotropic genetic effects across higher order domains of mental function such as personality and cognitive function.

The current research examined the longitudinal relationship between social engagement and personality traits in older adults. Specifically, the present research examined how engagement in family and community roles related to conscientiousness, agreeableness, and emotional stability in a sample of 100 Illinois residents age 60-86 years assessed twice over a period of 2.5 years. Social engagement and personality traits were related in three ways. First, concurrent relationships during Wave 1 suggested that agreeable older adults are more socially engaged. Next, Wave 1 standing on both personality traits and social engagement predicted respective change over time. In addition, changes in engagement and personality traits covaried over time. The specific patterns presented in this study suggest that although some relationships were consistent with research findings in young adulthood and midlife, role investment in old age may have a distinctly different meaning than role investment earlier in the life span. These patterns suggest that personality traits can both inform our understanding of engagement during older adulthood and that personality traits may be meaningful outcomes of the aging experience in their own right.

The purpose of the article is to analyze the work of prominent directors-authors (O. Dovzhenko, Yu. Illenko, K. Muratova, F. Fellini, M. Forman), to determine the features of the biographical component and to substantiate the appropriateness of using the biographical method to study the ethical and aesthetic potentials of an artist's self-analysis in the context of his self-realization as a subject of creative activity. The article examines the work of world-famous film directors through the prism of biographicalism, in particular, through the plot-event connection between the biography of artists and the heroes of their screen productions. The cross-artistic mutual influence of the author in literature and screen arts is revealed in: the construction of the narrative; its plot-plot construction; special manifestations of the artistic form; depicted authentic hypostases. The researcher identified and correlated the common and distinctive biographical features of the director-author as a real figure with the created image of a cinematic character. The idea is articulated that in the study of biographicalism in the work of the author-director, it is necessary to take into account the creation of artistic images in individual and personal creativity by members of the film crew (cameraman, artist, composer, which can also be considered as originally authorial. It is substantiated that the reflection of the biographical component of the author's figure in screen works depends on the specifics of his worldview, the ability to originally see and reproduce the picture and image of the world, the originality of his psycho-emotional sphere. The novelty of the study lies in the fact that for the first time the expediency of using the biographical dimension and the potential of the artist's self-analysis in the process of personal self-realization in the author's cinematography is substantiated. It is proven that biographicalism in a screen work is based on the peculiarities of the self-educated author-director, who demonstrates a unique ability to predict the course of events in his personal life. It is found that biographicalism in a screen work can manifest itself through the reproduction of the artist's own facts from his life; can be presented through a random identical coincidence with the heroes who are endowed with some portrait resemblance to the director-author; can be demonstrated through the improvisational potential of the author-director, which are based on life observations or fantasies, dreams, and visions of the artist; can be depicted through direct or indirect associations with the author's life, which deepen on the screen plane, their reproduction becomes more believable; can be manifested through a special attitude towards the characters on whom the filmmaker projects his thoughts, emotions, and feelings.

The potential relationship between social media addiction and personality traits is an essential topic in tourism studies, though it is rarely examined. Thus, this study aims to examine whether undergraduate tourism students are addicted to social media and, if so, the possible relationship between this addiction and their personality traits. The research used the descriptive method, one of the quantitative research methods. The questionnaire technique and the convenience sampling method were preferred to amass the data. Data were collected from 454 undergraduate tourism students and analyzed with the Pearson correlation test by using SPSS 25. This research has revealed that the students' dominant personality trait is agreeableness with a low-level social media addiction. The research has also found a positive relationship between neuroticism personality traits and social media addiction and a negative relationship between personality traits of extraversion, agreeableness, and conscientiousness, and social media addiction. The research has revealed that tourism students are dependent on social media. Social media addiction is a type of addiction that harms individuals' personal development and business life. Accordingly, theoretical and practical studies should be carried out to combat this addiction. To this end, it is crucial to develop more sophisticated combating methods according to an individual's personality traits and carry out awareness and training studies in the practical field. The literature has scarcely examined the relationship between undergraduate tourism students' personality traits and social media addiction. Therefore, this study is believed to contribute to filling an important gap in the literature.

Chronic pruritus profoundly affects patients’ quality of life. The objective of this retrospective cross-sectional study was to characterize patients with chronic pruritus and identify patterns, in order to delineate a better diagnostic approach. Both semantic connectivity map and classical analysis were applied, linking demographic, clinical, laboratory and histopathological data with clinical and aetiological categories of 170 patients with chronic pruritus (median age 72 years, 58.2% women). The semantic map showed clinical categories separated in different hubs associated with distinct patterns concerning sex, aetiology, laboratory findings, and pharmacological treatment. Diabetes, diagnosis of cancer and psychiatric comorbidities were linked with certain clinical categories. Skin eosinophilia was a common finding of chronic pruritus, on both diseased and non-diseased skin. High frequencies of patients with chronic pruritus taking anti-arrhythmics, beta-blockers and AT-II receptor antagonists were noticed among those with underlying systemic, neurological and psychiatric diseases. This study provides a complex analysis of chronic pruritus and thus basic principles for a clinical work-up.

Philosophers have long speculated that individual differences in temperament influence philosophical thinking, yet empirical research has rarely explored the role of neurodivergent traits in this domain. In this large online study (N = 1,254), we investigated whether participants with training in philosophy differ from the general population when it comes to six psychological traits – autism, ADHD, aphantasia, anendophasia, anauralia, and representational manipulation – and also whether these traits correlate with responses to two widely studied philosophical thought experiments: the “trolley problem” and the “rollback deterministic universe.” Compared to the general population, participants with training in philosophy had higher scores on measures of ADHD, internal verbalization, and representational manipulation, but lower scores on measures of visual imagery. These cognitive traits were also correlated with participants’ moral and metaphysical judgments (independent of their level of philosophical training) – e.g. participants who scored higher in visualization were less likely to judge that hitting the switch in the trolley problem is permissible but not obligatory, and also less likely to attribute free will and moral responsibility to agents in the rollback universe. Finally, we employed machine learning to develop predictive models that classify a randomly selected participant as either a philosopher or a non-philosopher. Models trained solely on responses to measures for neurodivergent traits achieved better performance than models trained solely on responses to philosophical thought experiments. This suggests that stable, trait-level neurodivergent characteristics may be more diagnostic of philosophical interest, aptitude, or training than judgments philosophers make on domain-relevant problems.

This study examines the relationship between self-perceived emotional intelligence (EI) measured by the Emotional Intelligence Scale (EIS) [1] and other personality measures including the five-factor-model. The EI construct has lately been re-defined as the ability to think intelligently about emotions and to use them to enhance intelligent thinking [2]. Two studies provide support that self-reported EI is mainly associated with personality traits (extraversion, agreeableness, conscientiousness, self-perceived creativity), life satisfaction and thinking styles with only a low relation to verbal intelligence. Furthermore, persons higher in the EI dimension “emotional efficacy” produced more creative performances than persons low in this domain. These findings suggest that self-reported EI cannot be considered as a rational form of intelligence so that it does qualify to fit into the framework of personality traits.

The effect of gender-affirming hormonal treatment on personality traits - a NEO-PI-R study