Análisis del nivel de creatividad verbal y flow del alumnado de Educación Primaria

Abstract

From Positive Psychology and language teaching, students should be able to express themselves creatively and to develop their individual well-being, where the theory of flow is present (Csikszentmihalyi, 1997). This research aims to analyze the verbal creativity and flow of Primary Education students through an emotional education intervention based on literary texts and a creative writing task. The following specific objectives are proposed: 1) to describe the degree of creativity in student writing, as well as their level of flow; 2) to investigate the relationship between the degree of creativity in the tasks and their level of flow. A pre-experimental quantitative method of a single posttest group was used with 114 participants (10 and 11 years old). An instrument has been designed to measure indicators like: fluency, flexibility, originality, elaboration, and dynamic integration in tasks from the intervention, and a questionnaire to evaluate flow. The results indicate that there is no statistically significant differences between both lessons and between their flow levels. Nevertheless, there was an improvement on the originality. Additionally, there is a positive correlation between both variables. In conclusion, further research should be conducted in this direction, through literary-emotional education programs, which promote flow experiences in the classroom, interest for literature, and verbal creativity.