Abstract
Abstract The aim of this study, accordingly, is to determine the relation between creativity and theory of mind skills of children aged 5-11 (Ns:117) who continue Primary Education in rural areas and to reveal the relation between the sub-dimensions of these abilities. At the end of the study, it was found that there was a significant and positive relation between the total creativity score and the sub-dimensions of theory of mind. It was found that there was a significant and positive relation between all sub-dimensions of creativity and theory of mind. The total creativity score and the scores of the sub-dimensions of creativity (fluency, originality, and elaboration) were significant but weak predictors of theory of mind tasks.
Highlights
The aim of this study, is to determine the relation between creativity and theory of mind skills of children aged 5-11 (Ns:117) who continue Primary Education in rural areas and to reveal the relation between the sub-dimensions of these abilities
While 30.0% of 6-year-old children were unsuccessful in the first-order false belief task, only one child was successful in the second-order false belief task
This study was carried out to investigate the relation between Theory of Mind (ToM) and creativity of children who were aged 5-11, lived in rural areas, and had a moderate or lower socioeconomic status
Summary
This method is used to determine relations between variables and to predict possible outcomes. In this method, the level of relation between two or more variables is tried to be measured using statistical tests (Karasar, 1995: 81-82). The relation between the tasks of ToM and creativity sub-dimensions were examined
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