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MNiSW
 
 

SCHOOL ATMOSPHERE IN THE PERCEPTION OF STUDENTS WITH DIFFERENT LEVELS OF MATHEMATICAL APTITUDES

 
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Zespół Szkół w Ćmińsku
Studia Psychologiczne 2018;56(4):30–41
Publication date: 2018-04-03
Supplementary files
KEYWORDS
ABSTRACT
School atmosphere constitutes an important determinant of the quality of education and training (Kulesza 2011). One of its dimensions is the atmosphere for creativity. The atmosphere rating for creativity in school increases with the level of creativity of students (Karwowski 2009, Nęcka 2001, Parys 2013). The subject of the article is the perception of creatogenic school atmosphere by students with different levels of mathematical aptitudes. The study included a group of middle school (grammar school) students (N = 62). A Questionnaire of School Creatogenic Atmosphere (KKKS by Maciej Karwowski) was implemented and accompanied by questions about mathematical achievements (the application of pedagogical criterion of specialisation: grade in mathematics, the score of the final grammar school exam). It has been assumed that mathematically talented students (and having high scores in this subject) will assess the school’s atmosphere for creativity higher than students with average cognitive abilities. Research on talented students shows that they perceive the atmosphere of their schools as conducive to creativity (Giza 2016). The correlation between mathematical abilities and creativity is not yet unequivocal (Gawda 1996, Korba 2017). In theoretical models of ability it is assumed that the high achievements are conducive to the coexistence of directional and creative talents.
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ISSN:0081-685X