Abstract
Feeling of well-being and happiness can be experienced through creativity. one can enjoy being creative for the sake of exploration and invention which has over generations enhanced human society’s ability to survive in this unpredictable world ,or one can practice creativity in the pursuit of day to day activities or at work and be happy. Hence creativity is an important construct for promoting happiness. The query lies in discovering whether all persons are creative or a few persons are endowed with this positive virtue. Is creativity related to intelligence? The relationship between creativity and intelligence has been subject to empirical research for decades yet there is no consensus on how these constructs are related. Therefore the main purpose of this research was to study the relationship between intelligence and creativity in adolescents. Major objective chosen are (i) to measure the relationship between creativity and intelligence (ii) to measure the difference between boys and girls in intelligence and creativity. The study was conducted on 30 girls and 30 boys, aged 12-18 by purposive sampling technique. The data was obtained by the administration of the two non- verbal scales (i) standard progressive matrices by Raven (ii) test of creative thinking by Baqer Mehdi. Results revealed that (i) intelligence and creativity were positively correlated (ii) significant differences existed between boys and girls on creativity and no difference were found on intelligence. The study further highlighted the ways and means of enhancing creativity.
Highlights
January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works
Rogers attempted to change the world of psychotherapy when he boldly claimed that psychoanalytic, experimental, and behavioral therapists were preventing their clients from ever reaching self-realization and self-growth due to their authoritive analysis
In 1940 Rogers became professor of psychology at Ohio State University where he stayed until 1945. He transferred to the University of Chicago in 1945 where he served as the professor of psychology and the executive secretary at the Counseling Center
Summary
January 8, 1902 Oak Park, Illinois, U.S February 4, 1987 San Diego, California, U.S American Client-centered therapy, Studentcentered learning, Rogerian argument Phenomenal field, Theoretical works. Carl Ransom Rogers was an American psychologist and among the founders of the humanistic approach in psychology. Throughout his career he dedicated himself to humanistic psychology and is well known for his theory of personality development.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
