Соотношение качества выполнения творческого задания у студентов-актеров с уровнем невротизации и выбором копинг-стратегий

Abstract

The study aimed to reveal the relationship between indicators of performing a creative task (objective and subjective) and the level of neuroticism and preferred coping strategies among student actors. As a creative task, students were offered an original model that is close to the professional activity of actors and contains tasks of two levels of complexity: sequential expressive reading of straight (simple task) and inverted text (difficult task) at equal intervals (1 minute). The number of words read per minute was an objective assessment of tasks. A subjective (expert) assessment of the reading quality was carried out by the course teacher on a 10-point scale according to the following parameters: diction, artistry and content. Firstly, psychological testing of neuroticism and preferred coping strategies was conducted. It was revealed that with an increase in the task complexity, the teacher’s assessments shifted from the creative, artistic component of the actor’s activity to the technical one. There were no correlations between the level of neuroticism, coping strategies of actors and the teacher’s scores for the creative task. The most popular coping were escape-avoidance and confrontation, and the most unpopular — planning and self-control. Thus, the study of acting students showed that neither the level of neuroticism nor the preferred coping strategies affect the teacher’s assessment for a creative task. Statistically, only an objective increase in the level of complexity of this task was associated with the teacher’s assessment. This result emphasizes the need for an individual approach in creative disciplines, as well as changing the criteria for evaluating students’ creative skills when performing tasks of different levels of complexity.