Processus créatif et variations d’humeur : étude menée avec des enfants préadolescents

Abstract

Numerous empirical studies have focused on how to optimize individuals’ creative performance. Mood is often viewed as a mean to increase creative performance. However, the beneficial effects of the creative process on mood remain understudied. The present study attempts to fill this gap. The study has been conducted on 24 10-to-12-year-old children. The objectives were to investigate the influence of the creative process (divergent and convergent thinking) on positive mood. In addition, we also explored the relation between creative performance and positive mood. Two groups were compared. First, children from the experimental group participated in two sessions during which they completed divergent and convergent thinking tasks (graphic and verbal). Second, children in the control group completed similar activities that did not involve creative processes. Before and after the two sessions, children in both groups completed self-report measures of mood. Results revealed no significant effect of the involvement in creative process on positive mood. Nevertheless, positive correlations were found between creative performance in verbal convergent task and changes in positive mood. No significant correlations were found for creative performance in graphic convergent task nor in divergent task. We discuss the potential educational and developmental implications of the use of the creative process among children. We then conclude by formulating new hypotheses to be tested in future research.